2014-2016 Evidence Binder
1 Academy Development and Structure:
1.1.a_Outreach efforts seek ouhttp://www.weebly.com/weebly/main.phpt at-risk students who represent NAF's target student population, and an open, choice-based enrollment process is used to ensure that academy demographics reflect the overall school.
- Description of recruitment policies, plans and results
- Link to website explaining enrollment policies
- Copy of recruitment materials and application
-School Demographics(2014-2015, 2015-2016)
1.1.b_ Recruitment efforts result in student enrollment numbers that increase each year until the academy enrolls a minimum of 75 students per grade level.
-our program is fully implemented (Results / 2015)
*enrolls at least 50 students in each grade level or 200 (4-year program), 150 (3-year) 100 (2-year)
-our program is fully implemented (Results / 2015)
*enrolls at least 50 students in each grade level or 200 (4-year program), 150 (3-year) 100 (2-year)
1.1.c_Recruitment procedures ensure that applicants and their families know that the academy is part of a national network and is designed to impact students' post-graduation plans using theme-based curricula. Our academy recruitment procedures ensure that applicants and their families know about our...
-National Network of Partners
-Student Impact / Mission Statement
-Theme Based Curriculum
(Recruitment / Orientation @ Open House / Application/ Updates
-National Network of Partners
-Student Impact / Mission Statement
-Theme Based Curriculum
(Recruitment / Orientation @ Open House / Application/ Updates
1.1.d Parent and student orientation is provided so that applicants and their families are aware of the curriculum, student support, advisory board and partnership involvement, and work-based learning opportunities. In addition, a highlight of the relationship of the academy and the National Academy Foundation would ensure attendees know that the program is part of a national network. A formal orientation presentation for the incoming academy students and their parents addresses...
-academy curriculum
-student support
-advisory board and partnership involvement
-work-based learning
-role of the national network
-academy curriculum
-student support
-advisory board and partnership involvement
-work-based learning
-role of the national network
*Δ_1.2.a Academy students are scheduled as a group into NAF theme courses as well as in two or more core academic courses such as language arts, math, science, or social studies. At all grades of the majority of academy students are scheduled as a group into NAF/PLTW theme courses only.
-Course sequence
-Master Cohort Schedule 2015-2016
1.2b_Academy serves as the organizational structure in a four-year high school program of study. By design, it links core courses with technical
content at each grade level, with a minimum of 4 NAF courses (or their equivalent ) which are sequenced and coordinated.
-program is fully implemented, having graduated a class; students complete at least 4 NAF courses (3-4 PLTW courses) by graduation.
(Courses / Cross-Curricular Projects / Updates
content at each grade level, with a minimum of 4 NAF courses (or their equivalent ) which are sequenced and coordinated.
-program is fully implemented, having graduated a class; students complete at least 4 NAF courses (3-4 PLTW courses) by graduation.
(Courses / Cross-Curricular Projects / Updates
*Δ_1.2c_There is a weekly common planning time or other formal collaboration time for the academy team of more than three staff members,so that integrated instruction, student supports and college and career planning can occur across disciplines and grade levels. During this school year, more than three of our academy staff met for common planning time or formal collaboration time at least once a month.
-Click here to access following artifacts that demonstrate efforts for continuous improvement progress:
- Sample of common planning meeting agendas / Design Project Planning Documents
- Sample student work/publications
- preventative food waste innovation 1 , 2
- Library-re-design 1 , 2
- Full STEM Ahead Internship - http://vanceaoe.weebly.com/news.html
- List names of common planning team participants with subject areas and grade levels taught
1.2d_All academy students receive career-themed guidance on college exploration and college choices based on their individual interests.
-in the past year, students in grades 9-12th received career-themed guidance on college exploration and college choices based on their interests.
-Work-based Learning / Career Theme Adviser Calendar (2015-2016)
-Career & Academic Learning Process / Individualized student career & college plan (2015-2016)
-CAW-Career Advisory Workshop Results (2014-2015)
-in the past year, students in grades 9-12th received career-themed guidance on college exploration and college choices based on their interests.
-Work-based Learning / Career Theme Adviser Calendar (2015-2016)
-Career & Academic Learning Process / Individualized student career & college plan (2015-2016)
-CAW-Career Advisory Workshop Results (2014-2015)
1.3.a Our academy collects, analyzes and reports student data including characteristics (grade level, gender, race/ethnicity, ELL) and performance on a variety of outcome measures to make comparisons to the high school, in general. Data also includes the extent to which the academy retains its students and improves student performance. Academy data is collected and analyzed, compared to the high school in general, & used for continuous improvement.
-Recruitment & Attrition / policies, plans and results // 2014 , 2015
-VAOE Demographics & Numbers // 2014, 2015
-VHS 2014 , 2015
-Progress Monitoring & Intervention // 2015
(2014 ZVHS Performance Data, School Leadership Team Grade-book Policy & Performance Monitoring Process Presentation)
-Intervention Strategies (RTI, Youth Development Initiative Partnership)
-AOE Graduation Statistics (2014 , 2015)
-Recruitment & Attrition / policies, plans and results // 2014 , 2015
-VAOE Demographics & Numbers // 2014, 2015
-VHS 2014 , 2015
-Progress Monitoring & Intervention // 2015
(2014 ZVHS Performance Data, School Leadership Team Grade-book Policy & Performance Monitoring Process Presentation)
-Intervention Strategies (RTI, Youth Development Initiative Partnership)
-AOE Graduation Statistics (2014 , 2015)
1.3.b_Data review by the advisory board, academy leadership, and school administration is an integral component of the continuous
improvement cycle of the academy. Our academy data is regularly reviewed by the academy advisory board, academy staff leaders,
school administrators, and district administrators.
- Advisory Board & School Leadership Roster (2015)
-Advisory Board Minutes/Agenda Report (2015)
(1.29.14,3.10.14, 5.9.14, 11.21.14, 2.06.15, 5.01.15,10.2.15, 12.4.15, 1.15.16, 4.22.16, 6.3.15)
-Academy Staff Minutes/Agenda Feedback- 11.30.15 Academy Assessment Review (2015)
(2014- Student Feedback-Fall 2014-IED/CIM&CEA/Instructor Communications 1&2 // PLTW EOC Results-2013-2014, Fall 2014-IED/CEA&CIM, Instructional Leadership PLC Minutes)
-School Administrators- (Minutes-)- 10.22.15 Performance Evaluation & Interview (2015)
-District Administrators- (Minutes-) (2015)
improvement cycle of the academy. Our academy data is regularly reviewed by the academy advisory board, academy staff leaders,
school administrators, and district administrators.
- Advisory Board & School Leadership Roster (2015)
-Advisory Board Minutes/Agenda Report (2015)
(1.29.14,3.10.14, 5.9.14, 11.21.14, 2.06.15, 5.01.15,10.2.15, 12.4.15, 1.15.16, 4.22.16, 6.3.15)
-Academy Staff Minutes/Agenda Feedback- 11.30.15 Academy Assessment Review (2015)
(2014- Student Feedback-Fall 2014-IED/CIM&CEA/Instructor Communications 1&2 // PLTW EOC Results-2013-2014, Fall 2014-IED/CEA&CIM, Instructional Leadership PLC Minutes)
-School Administrators- (Minutes-)- 10.22.15 Performance Evaluation & Interview (2015)
-District Administrators- (Minutes-) (2015)
1.4.a_The academy leadership structure includes clearly publicized responsibilities and may involve academy staff, school administrators, district administrators and advisory board members and partners. Our academy leadership structure is clearly defined and includes a wide range of stakeholders. Our academy has...
-a clearly defined, publicly available academy organizational chart
-academy leadership structure includes representatives from at least three stakeholder groups
(including district, school,academy, advisory board, guidance and perhaps student representatives)
-a clearly defined, publicly available academy organizational chart
-academy leadership structure includes representatives from at least three stakeholder groups
(including district, school,academy, advisory board, guidance and perhaps student representatives)
1.4.b School leaders recruit and hire uniquely qualified staff and retain them to promote quality and sustainability. School leaders publicly advocates for the program in the community, supporting the academy as part of a larger whole-school transformation effort. School leaders...
-recruit and hire staff uniquely qualified academy staff (2015)
-work to retain the team of academy teachers from year to year advocate for the program in the community (2015)
-leaders publicly advocate for the academy (Academy News Blog / 2015)
-support the academy as part of a whole-school transformation effort (Evidence Binder)
-recruit and hire staff uniquely qualified academy staff (2015)
-work to retain the team of academy teachers from year to year advocate for the program in the community (2015)
-leaders publicly advocate for the academy (Academy News Blog / 2015)
-support the academy as part of a whole-school transformation effort (Evidence Binder)
1.4c_There is a defined structure for managing administrative and facilitative responsibilities within the academy that includes time for communicating with NAF and coordinating the program.
-an academy director (CTE Academy Coordinator) with daily or weekly scheduled release time leads the academy so that there is ample opportunity to perform effectively the functions of the academy.
-an academy director (CTE Academy Coordinator) with daily or weekly scheduled release time leads the academy so that there is ample opportunity to perform effectively the functions of the academy.
1.4.d_Our academy has designated counselors who knows students well and who are familiar with the unique characteristics and needs of
the academy. The counselors participate actively in team meetings, plays a role in recruiting students, coordinating interventions, and aligning course selection and work based learning experiences with student interests. The counselors guide students with college and career planning.
The counselors...
-are part of the academy team
-assist with student recruitment
-assist with coordination of interventions and student supports
-align course selection with student interests
-align work-based learning with student interests
-guide students in college and career planning (CDC)
the academy. The counselors participate actively in team meetings, plays a role in recruiting students, coordinating interventions, and aligning course selection and work based learning experiences with student interests. The counselors guide students with college and career planning.
The counselors...
-are part of the academy team
-assist with student recruitment
-assist with coordination of interventions and student supports
-align course selection with student interests
-align work-based learning with student interests
-guide students in college and career planning (CDC)
1.5a_Professional development occurs at various levels, school, district, regional and state/or national, featuring academy teachers participating in regularly or occasionally scheduled meetings and other training's to design integrated projects , coordinate
work-based learning strategies, develop college readiness activities, and personalized supports for students.
-Designing integrated projects annually at state/national conferences (NAF Next / NAF Directors meeting / Academy coordinator meetings)
(2014 , 2015)
-Coordinating work-based learning strategies regularly at team meetings. (calendar/news/student log)
-Developing college readiness activities regularly at team meetings.
(calendar / ACT Prep / PSAT / CPCC Accuplacer Prep / Work Keys Certification Prep/ Mayor's Youth Employment Career Readiness Training Certification )
-Developing personalized supports for students regularly at team meetings. (Extended Day Tutoring Schedule, 15 Students Enrolled in Youth Development Initiative Partnership , 2015-2016 Career & Academic Planning)
-Strategically plans academy business regularly at team meetings.
(Coordinator Leadership Minutes / Instructional Leadership Minutes / Admin Leadership Minutes)
(2015)
work-based learning strategies, develop college readiness activities, and personalized supports for students.
-Designing integrated projects annually at state/national conferences (NAF Next / NAF Directors meeting / Academy coordinator meetings)
(2014 , 2015)
-Coordinating work-based learning strategies regularly at team meetings. (calendar/news/student log)
-Developing college readiness activities regularly at team meetings.
(calendar / ACT Prep / PSAT / CPCC Accuplacer Prep / Work Keys Certification Prep/ Mayor's Youth Employment Career Readiness Training Certification )
-Developing personalized supports for students regularly at team meetings. (Extended Day Tutoring Schedule, 15 Students Enrolled in Youth Development Initiative Partnership , 2015-2016 Career & Academic Planning)
-Strategically plans academy business regularly at team meetings.
(Coordinator Leadership Minutes / Instructional Leadership Minutes / Admin Leadership Minutes)
(2015)
1.5.b_The academy team provides training session(s) for advisory board members and partners that assures their confidence to engage with student through work-based learning and project-based learning, and to participate in scoring the Academy Assessment. Trainings are conducted for participating in...
-work-based learning calendar (guest speaker, job shadow, career fair participant, mock interviews)
-project-based learning (such as culminating project evaluations or Senior Exit Project)
-scoring the Academy Assessment
-Professional Development Training (2015)
-Project Evaluation (2015)
*Training is available for all advisory board members upon request utilizing resources linked in 1.5.a-c and from input from advisory partners.
-work-based learning calendar (guest speaker, job shadow, career fair participant, mock interviews)
-project-based learning (such as culminating project evaluations or Senior Exit Project)
-scoring the Academy Assessment
-Professional Development Training (2015)
-Project Evaluation (2015)
*Training is available for all advisory board members upon request utilizing resources linked in 1.5.a-c and from input from advisory partners.
1.5.c_NAF sponsored professional development includes staff attending NAF Next, engaging in learning modules or webinars and participating in NAF sponsored regional support activities offered through regional
teams. Our academy attended...
-NAF Next (2014 , 2015)
-Virtual training (2015)
-One-day in-person training (2015)
-Multi-Day in-person training (2015)
-Action planning session (2015)
-NAF webinars (2014- SCAS, Advisory Boards) (2015)
-Learning Modules (2014-NAF Directors Conference)
(2014-NAF Gold Standards Advisory Boards: Engaging, Developing, and Sustaining_10.2.14 )
teams. Our academy attended...
-NAF Next (2014 , 2015)
-Virtual training (2015)
-One-day in-person training (2015)
-Multi-Day in-person training (2015)
-Action planning session (2015)
-NAF webinars (2014- SCAS, Advisory Boards) (2015)
-Learning Modules (2014-NAF Directors Conference)
(2014-NAF Gold Standards Advisory Boards: Engaging, Developing, and Sustaining_10.2.14 )
2 Advisory Board Membership and Operations-A formally organized Advisory Board operates with broad-based community representation.
2.1.b_The advisory board has created operational documents including a strategic plan, updated by-laws, and a succession plan to help the academy to grow and sustain.
Our advisory board has...
-a strategic plan / 1-5 Year Plan
-updated by-laws
-succession plan
Our advisory board has...
-a strategic plan / 1-5 Year Plan
-updated by-laws
-succession plan
Support for Learning-Advisory Board members actively support teachers and help students attain increased levels of college and career readiness
2.1.c_Advisory board meets regularly and operates defined committees that advise the program of study, set policies and develop resources.
The members also review academy data, participate in the Academy Assessment process and provide input into the academy action plan.
Our advisory board...
-meets quarterly (academies over 4 years or older)-(1.29.14,3.10.14, 5.9.14, 6.30.14 (canceled), 11.21.14, 2.06.15, 5.01.15, 8.07.15, 11.06.15)
-operates defined committees that advise the program of study (planning document)
-participates in the Academy Assessment process (2013-2014, 2014-2015)
-reviews data including student performance, work-based learning opportunities and Academy Assessment outcomes
(GPA report/EOC Results 13-14/news/calendar)
-provides input on the academy action plan (template, collaborative document)
The members also review academy data, participate in the Academy Assessment process and provide input into the academy action plan.
Our advisory board...
-meets quarterly (academies over 4 years or older)-(1.29.14,3.10.14, 5.9.14, 6.30.14 (canceled), 11.21.14, 2.06.15, 5.01.15, 8.07.15, 11.06.15)
-operates defined committees that advise the program of study (planning document)
-participates in the Academy Assessment process (2013-2014, 2014-2015)
-reviews data including student performance, work-based learning opportunities and Academy Assessment outcomes
(GPA report/EOC Results 13-14/news/calendar)
-provides input on the academy action plan (template, collaborative document)
2.2.a_Advisory board assists academy staff with program of study selections, design, and implementation, as well as provides technical
assistance and professional development. In the past year, our advisory
board has...
-assisted in selection and review of the program of study (curriculum)
-shared latest industry trends with staff
(CPCC, Charlotte Works, Charlotte Chamber-Highest Ranked Industries/Occupations/Production Engineer/CAD Technician/CNC Machinist)
-provided staff with information about new careers in the field
-provided off-site professional or business experience such as summer externships for on-the-job training of staff (STEMersion, One AOE Instructor Externship with Livingston & Haven summer before 2013-2014 school year, PLTW training completed by both AOE instructors for IED, POE, CEA, and CIM during 2014-2015 school year)
-mentored staff (instructional plc minutes, model best instructional practices )
assistance and professional development. In the past year, our advisory
board has...
-assisted in selection and review of the program of study (curriculum)
-shared latest industry trends with staff
(CPCC, Charlotte Works, Charlotte Chamber-Highest Ranked Industries/Occupations/Production Engineer/CAD Technician/CNC Machinist)
-provided staff with information about new careers in the field
-provided off-site professional or business experience such as summer externships for on-the-job training of staff (STEMersion, One AOE Instructor Externship with Livingston & Haven summer before 2013-2014 school year, PLTW training completed by both AOE instructors for IED, POE, CEA, and CIM during 2014-2015 school year)
-mentored staff (instructional plc minutes, model best instructional practices )
2.2.b_Advisory board brings its industry knowledge and expertise to the students through work-based learning activities such as guest speaking and job shadowing. In addition, the advisory board participates in project-based learning such as evaluating culminating projects.
Our advisory board has...
-shared industry knowledge and expertise with students in a classroom setting such as guest speakers (Areva)
-provided college and career readiness sessions such as mock interviews, problem solving and communication sessions (Daetwyler)
-provided work-based learning such as job shadows and career fairs (Daetwyler, Career Fair)
-assisted with project-based learning such as evaluating culminating projects (Livingston & Haven-Aluminum Extrusion Competition)
Our advisory board has...
-shared industry knowledge and expertise with students in a classroom setting such as guest speakers (Areva)
-provided college and career readiness sessions such as mock interviews, problem solving and communication sessions (Daetwyler)
-provided work-based learning such as job shadows and career fairs (Daetwyler, Career Fair)
-assisted with project-based learning such as evaluating culminating projects (Livingston & Haven-Aluminum Extrusion Competition)
Support for Sustainability-Advisory Board provides support to develop and sustain the academy.
2.3.a_Advisory board members provide resources to ensure the stability of the academy. In the past year the academy has...
-secured human resources by involving new members or partners to sustain and grow the advisory board and academy
(Electrolux, UNCC, CPCC, NAPA Tech Training Network, Operation Finally Home)
-secured financial resources through annual fund raising events and solicitations (including in-kind) that support academy activities such as student scholarship and internship needs. (Electrolux 20k grant, recommendation letter)
-secured technical resources to support curriculum development (Electrolux 20k grant), review of student projects and presentations and to impact teacher knowledge of the field (Electrolux Internship)
-secured human resources by involving new members or partners to sustain and grow the advisory board and academy
(Electrolux, UNCC, CPCC, NAPA Tech Training Network, Operation Finally Home)
-secured financial resources through annual fund raising events and solicitations (including in-kind) that support academy activities such as student scholarship and internship needs. (Electrolux 20k grant, recommendation letter)
-secured technical resources to support curriculum development (Electrolux 20k grant), review of student projects and presentations and to impact teacher knowledge of the field (Electrolux Internship)
Instructional Practices- NAF instructional practices are known and used by all academy teachers.
3.1a_NAF courses are not regularly integrated into core subjects (In progress // Senior Exit Career & College Portfolio Graduation Project)
3.1b_Project-based learning is the primary vehicle by which NAF course themes are integrated into core subject area content, providing a relevant context for student learning. This past year, extended project-based learning projects of at least 2 to 4 weeks were implemented...
-project-based learning is not occurring at all grade levels each year
-project-based learning is not occurring at all grade levels each year
3.2a_Academy teachers regularly use literacy strategies endorsed by NAF (see NAF Learning Handbook) to help students improve their vocabulary, reading comprehension, oral communication, and writing skills. This past year literacy strategies were explicitly used...
-occasionally across all grade levels (2015)
-occasionally across all grade levels (2015)
3.2.b_Academy teaching staff shares best practices and demonstration lessons with others in the academy or school and at state or national
conferences. This past year, academy teachers shared lessons and effective teaching strategies...
-with the academy teaching team during team meetings
-with colleagues in the school
(Exemplar project examples- IED-Puzzle Cube, CIM-CNC Coaster & Container, CNC Verification, CEA-Residential Design (Spring13, PLTW),
Internship Survival Shelter, Internship LEED Project, Work-Based Learning Log)
-with colleagues at district level sessions
-at state/national conferences
conferences. This past year, academy teachers shared lessons and effective teaching strategies...
-with the academy teaching team during team meetings
-with colleagues in the school
(Exemplar project examples- IED-Puzzle Cube, CIM-CNC Coaster & Container, CNC Verification, CEA-Residential Design (Spring13, PLTW),
Internship Survival Shelter, Internship LEED Project, Work-Based Learning Log)
-with colleagues at district level sessions
-at state/national conferences
Instructional Supports-Formal supports help all students achieve the extended benefit of NAF academy courses.
3.3.a_The academy team, school counselors and advisory board members ensure that sufficient academic supports (tutoring, Saturday classes, skill workshops, etc.) exist to help all academy students succeed in career and core courses. This past year, academy students received academic support through...
-tutoring (template / collaborative document)
-skill workshops (tammy)
-classes on weekends and or summer school (2015)
-credit recovery (2015)
-tutoring (template / collaborative document)
-skill workshops (tammy)
-classes on weekends and or summer school (2015)
-credit recovery (2015)
3.3.b_The academy has established an organized approach to identifying students at risk of failure. In addition to identifying these
students, the academy has developed an intervention system to support these students at risk of failure and dropping out. Our academy
currently...
-has a system for identifying academy students who are at-risk (progress monitoring, identification, communication)
-has an organized intervention system in place to support academy students at risk of failure (ZVHS Response to Intervention)
students, the academy has developed an intervention system to support these students at risk of failure and dropping out. Our academy
currently...
-has a system for identifying academy students who are at-risk (progress monitoring, identification, communication)
-has an organized intervention system in place to support academy students at risk of failure (ZVHS Response to Intervention)
College/Career Readiness-Academy coursework prepares students to be college and career ready.
3.4.a_Academy intentionally builds the college knowledge of students,helping them understand the post-secondary system and culture,research college options, visit college campuses, and navigate issues such as testing, applications, and financial aid. This past year, our academy explicitly worked with students at every grade level so that all academy students complete the following by graduation...
-attend at least one organized college visit (CPCC, UNCC, Claffin&SC)
-PSAT
-SAT/ACT (message / registration process)
-application to at least one college (Mercado)
-access to FAFSA workshops for parents and students (letter , timeline)
-information of scholarship opportunities through workshops, announcements and one-on-one advising (Scholarship Bulletin)
-attend at least one organized college visit (CPCC, UNCC, Claffin&SC)
-PSAT
-SAT/ACT (message / registration process)
-application to at least one college (Mercado)
-access to FAFSA workshops for parents and students (letter , timeline)
-information of scholarship opportunities through workshops, announcements and one-on-one advising (Scholarship Bulletin)
3.4b_All academy students take a program of study that makes them at least eligible for admission to a state college. In an effort to make students college ready, our academy program has...
-a college-prep program of study in place for all of our academy students (2015)
-a college-prep program of study in place for all of our academy students (2015)
3.4.c_Students in our academy have access to multiple post-secondary education options through articulation agreements, industry
certifications, dual enrollment, Advanced Placement and IB courses.
Our academy has...
-articulation agreements (PLTW)
-industry certifications
-dual enrollment such as CPCC Career & College Promise
-Advanced Placement courses
-International Baccalaureate courses
certifications, dual enrollment, Advanced Placement and IB courses.
Our academy has...
-articulation agreements (PLTW)
-industry certifications
-dual enrollment such as CPCC Career & College Promise
-Advanced Placement courses
-International Baccalaureate courses
4 Work-Based Learning- Provides a WBL Program to ensure all students graduate college and career ready. All students complete a sequenced set of work-based learning experiences as defined by the Internship Gold Standards
4.1a_A three-to four-year series of coordinated and sequenced work-based learning experiences that include activities within career awareness, career exploration and career preparation guarantee that students are provided with learning opportunities that build in sophistication, duration, and intensity and ultimately prepare them for compensated internships.
-program is fully implemented
-A coordinated, sequenced, work-based learning partially in place across the academy
-program is fully implemented
-A coordinated, sequenced, work-based learning partially in place across the academy
4.1.b_Academy work-based learning experiences reinforce NAF and core curricula, emphasizing the College & Career Readiness skills needed for future success in college and the workforce, including creativity, problem solving, communication, collaboration and teamwork, professionalism, self-management and critical thinking.
Work-based learning experiences in our academy...
-are explicitly aligned with themes and content of NAF courses and core academic courses
-emphasize College & Career Readiness skills such as creativity, problem-solving, communication, collaboration and teamwork,
professionalism, self-management, and critical thinking
Work-based learning experiences in our academy...
-are explicitly aligned with themes and content of NAF courses and core academic courses
-emphasize College & Career Readiness skills such as creativity, problem-solving, communication, collaboration and teamwork,
professionalism, self-management, and critical thinking
4.1c_A continuous evaluation process is in place to assess the effectiveness of the work-based learning program and to plan for future refinement and implementation. A continuous evaluation process to assess and improve our academy's work-based learning program is...
-in development
-in development
Internship Completion-The academy develops and sustains a program of compensated internship experiences for all students.
4.2a_All academy students complete a compensated internship experience before they graduate. The percentage of last year's (2013-2014) seniors who completed a compensated internship experience as a junior or senior was...
-90-100%
-90-100%
4.2.b_Academy staff and advisory board members work with internship providers to support their logistical needs and to ensure that the
internship is a win-win experience for students and the internship provider. This past year (2013-2014/Summer of 2014), internship
providers were supported in their logistical and organizational needs by...
-academy staff
-advisory board members
-internship providers
internship is a win-win experience for students and the internship provider. This past year (2013-2014/Summer of 2014), internship
providers were supported in their logistical and organizational needs by...
-academy staff
-advisory board members
-internship providers
4.2c_Academy staff and advisory board members work with internship providers to support their logistical needs and to ensure that the internship is a win-win experience for students and the internship provider. This past year (2013-2014/Summer of 2014), internship providers were supported in their logistical and organizational needs by...
-academy staff
-advisory board members
-internship providers
Students' Career Goals-Students, teaching staff and internship providers collaborate to support the students' career goals.
4.3.a_Written, individualized student learning and college/career plans allow for differentiated skills levels, and alignment with student
interests, personalized internship experiences and targeted debriefing, reflection and evaluation. Individualized learning and college/career
plans that enable us to align academy program elements to student skills, interests, and needs are...
-partially in place across the academy (CDC/Tammy)
interests, personalized internship experiences and targeted debriefing, reflection and evaluation. Individualized learning and college/career
plans that enable us to align academy program elements to student skills, interests, and needs are...
-partially in place across the academy (CDC/Tammy)
4.3.b_Internship experiences are linked to students' future career goals in order to make learning more engaging and relevant. Last year's
(2013-14/Summer of 2014) internship experiences in our academy were...
-broadly linked with the academy theme
(2013-14/Summer of 2014) internship experiences in our academy were...
-broadly linked with the academy theme
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stem_newsletter3.pdf | |
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chap_05_ex_13_rock_paper_scissors.application | |
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characteristics_and_attributes_of_an_ideal_board_member.docx | |
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aoe_cohort_examples_2015-2016.pdf | |
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the_steamie_intern_project_preventative_food_waste_innovation.pdf | |
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long-term_work-based_learning_opportunities_list_-_youth_business_connector_10.14.15.pdf | |
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