Extended Learning Opportunities The contents of this PowerPoint were developed under a grant from the US Department of Education, H323A120003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal Materials For This Presentation Come from a variety of sources including but not limited to: www.beyondclassroom.org
www.nextsteps-nh.org New Hampshire Department of Education Virtual Learning Academy Charter School (VLACS) Lebanon High School Winnacunnet High School 2 NH Extended Learning Opportunity Program De sign Handbook
Course Learning Objectives Participants will learn: what an ELO is the essential elements & best practices of an ELO ELOs and their role in transition where to find ELO resources 3 Guiding Principle
ELOs, like transition, do not happen in isolation. This training is about ELOs and the framework needed to build a program. Actual building needs to include other partners not present at the training. 4 Getting Started What is an ELO? Who do we need to create an
ELO? How do we create an ELO? 5 What is an ELO? 6 What is an ELO? Using paper, a role play, a video or
any creative method of your teams choice, create a representation of how your school team defines an ELO. How did your school determine that definition? 7 NH DOE Definition of ELOs The primary acquisition of knowledge and skills through instruction or study outside of the traditional classroom methodology,
including, but not limited to: Apprenticeships Independent study Internships Private instruction Community service 8 Online courses Performing groups
source NH DOE DOE Guidance on ELOs Credit for ELOs must be based on student demonstration of mastery of rigorous, measurable course level competencies. It is the purview of the local school district to identify/develop course level competencies, decide on appropriate competency assessment methods, and identifying necessary and sufficient evidence for students to demonstrate mastery.
ELOs may provide credit for all or some of a core course. 9 Source- NH DOE DOE Guidance on ELOs ELO learning may be offered in any course area; school district policy defines which areas the district will approve. ELOs must be pre-approved by the school before beginning.
Certified school personnel must authorize and oversee the ELO and the awarding of credit. 10 Source- NH DOE High Quality ELOs A learning opportunity outside the classroom for which students get credit, including, but not limited to, sports, independent study, and online
learning. A specific structure for learning with personalization through flexible parameters. These credit-bearing ELOs have specific student components that foster disciplined inquiry, metacognition, and skill development. Source: www.beyondclassroom.org We do not consider on-line classes in and of 11
Which comes first? Developing your ELO policy? Or Practice piloting ELOs? 12 We are going with piloting 13 Identifying the Key
Participants Student o Has an interest or passion, and a desire to explore learning. Certified Educator o To work with the student & ELO coordinator on identifying competencies and assessing learning. Community Partner/Mentor o Provides the expertise for what the student wants to learn. 14
Identifying the Key Participants ELO Coordinator o Coordinates the different aspects of an ELO including agreements with partners, DOL approval, communication with all parties Guidance/School Counseling o Ensures the ELO is listed on the students transcript. Also support the scheduling of the ELOs. Families
o Support the student, agree to the ELO, and may assist in identifying the community 15 partner Special Education Considerations For students who receive special education services, the students Case Manager should be part of the ELO team. Consider the following:
o alignment to the IEP and identified supports. o include the ELO in the transition services and course of study. o ELO may also serve as an assessment. 16 For Students with a Disability Disclosure o What information about the student's
disability is shared with the community partner? Does it need to be? o Does the student need an accommodation? Or are there natural supports in the workplace? Resource AskJAN 17 Preparing a Student for an ELO
Student centered planning o What is a student interested in? o What do they want to learn? o What drives their desire to learn? Credits o Are there areas the students want/need to gain more credits? o Do they need credit recovery? 18 Key Participant
Clarification ELOs require a Certified Educator to oversee competencies and award credit o The DOE does not require a HQT Not all schools have ELO Coordinators o School Counselors or Career Tech/Work Based Learning Coordinators sometimes fill this role ELOs are for ALL students
19 Making the Connection to Students & Transition Planning Not everyone does well sitting in a classroom. Experiential learning often works well for students with disabilities and students at risk. Community connections and concrete, handson learning provide support to reach measureable post secondary goals. Involve the Students Case Manager Align to the IEP Include in transition services and course of
study Review learning style and preferences 20 Components of ELOs 21 This image was developed by the Q.E.D. Foundation and is licensed under a Creative Commons Attribution-NonCommercialShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0 to build an ELO
22 ELO Design Template 23 Creates a framework to develop and organize the ELO. Provides student, educator, community partner and family an
understanding of expectations for the ELO. Outlines the roles and responsibilities of the ELO partners. Resources for Developing ELOs Beyond Classroom Lebanon High School Winnacunnet High School Next Steps New Hampshire
NH Extended Learning Opportunity Program Desi gn Handbook VLACS 24 Theory into Practice Consider a student or a program at your school that you would like to design an ELO for. Using the design template, lets draft an
ELO for that student or program. 25 Step 1: PLANNING (Student and Overseeing Educator Work Together) Competencies Project Description The Essential Question
Community Partners New Hampshire Extended Learning Opportunity Design Template created through the NH Department of Education ELO Initiative 2007 - 2011 26 Where to Begin? Identify what the student wants to learn and create an essential question. A good essential question: motivates and shifts students toward ownership of learning.
is thoughtful, provoking, and philosophical, and not have a simple (or google-able) answer. provides a baseline for the student to refine his or her own answer throughout the ELO 27 experience. Essential Question: What drives the learning? A good essential question can help shift students toward ownership of learning. Essential
questions can be thoughtful, provoking, and philosophical and they should never have a simple (or google-able) answer. The community partner can serve as a sounding board as the student works through and refines his or her own answer for the essential question. Source: www.beyondclassroom.org 28 Further reading on Essential Questions Strong or Weak Essential
Question? What does Dr. Seuss have to say to adults? Strong question! Will require creativity Do depressed high school students benefit from medication? Weak question. Can ask Google and get the answer How does a leader maximize the effectiveness of a group? Strong question! Requires critical thinking 29
Source: www.beyondclassroom.org Competencies are based on the enduring knowledge expected to be gained by a student. often reference NH Curriculum Framework, Common Core Competencies and Grade Span Expectations. describe what is expected from a student to demonstrate mastery of the competencies.
Typically 3-7 are identified for an ELO. This may vary due to the credits being earned forSource: the experience. NH DOE 30 No Competencies? Weve Got You Covered Two resources to identify competencies for
an ELO: New Hampshire State Model HS Compete ncies- State Board Approved VLACS Competencies are listed for each course. 31 Project Description
Think big picture What does the student want to learn? Who will they work with? What will they do? How will they, and others, know when the ELO is complete? How will they demonstrate what they learned? How will their work be assessed? By 32 whom?
Community Partners work with the student and certified educator to create the ELO and to establish criteria for commitment and engagement. provide the expertise/information. provide assistance on determining the students understanding of the subject matter. You will need a working knowledge of your school insurance policy and familiarity with 33 the NH Department of Labor rules.
A Note About CommunityBased ELOs The NH Department of Labor has specific rules and regulations regarding students and an unpaid work experience. This includes ELOs. Visit www.nh.gov/labor/ to learn about the process to have your program and businesses approved https://www.nh.gov/labor/site-map/schools.ht m Additional information can be found in the NH Extended Learning Opportunity Program
Design Handbook 34 Community Partner Considerations Does the community partner have requirements for students to be on their premises? Criminal record check? Drug screening? Immunization requirements?
Non-disclosure agreement? 35 Team Time 36 Step 2: Implementation and Formative Assessments Timeline and benchmarks Research
Reflection Overseeing educator and student communication Community partner communication 37 Timeline & Benchmarks How long does the student anticipate the ELO will take to complete?
How will you know if the student is on track to complete the ELO ? How is the student, certified educator and community partner/mentor monitoring progress towards completion/mastery? 38 Components of ELOs 39
This image was developed by the Q.E.D. Foundation and is licensed under a Creative Commons Attribution-NonCommercialShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0 Research Explores how and where the student will find the information they want to learn. Prepares them for implementation & engagement in their ELO. Relates to the essential question and what the student wants to learn. o Allows student to identify any
assumptions they made and consider new learning opportunities. Source New Hampshire Extended Learning Opportunity Design Template, created through the NH Department of Education ELO Initiative 2007 - 2011 40 Research Considerations Identify the resources the student needs:
o Community mentor o On-line resources o College classes What is a reputable information source? Research should be ongoing and occur throughout the ELO. 41 Reflection Provides information on what the student is
learning, how they are learning and the connections they are making. Allows educators and community partners the opportunity to evaluate learning and provide feedback. Shows the evolution of thought and understanding. Demonstrates problem solving and critical thinking. 42 What Does Reflection Look
Like? Reflection can be: A journal A blog Correspondence Weekly narrative Video or audio documentation The goal is to document the progression of learning connections between experience, research, critical thinking and growth. 43
Communication How will the student, certified educator and community partner communicate? How is information shared with other team members? o Topics? o Frequency? o Method? These aspects need to be considered and
decided upon prior to the ELO starting. 44 Team Time 45 Step 3: Summative Assessment Final demonstration of mastery ELO presentation
Assessment of mastery 46 Final Demonstration of Mastery The project description gave an overview of the ELO. Now shift gears to think about how the end product and presentation are assessed.
o What is going to be assessed? o By whom? o When? o Where? 47 ELO Assessment In developing an ELO, all partners need to know what the expectations are and how the ELO will be assessed. No surprises! That information needs to be clearly outlined in the ELO plan.
48 Assessment of Mastery All four components of the ELO need to be assessed: o Research o Reflection o Product o Presentation The four components are intertwined.
Rubrics provide a clear understanding of the expectations for all aspects of the ELO. 49 Product The artifact(s): the concrete, tangible display of the students learning. Assessment o Reflects the description of the ELO
o Demonstrates the key aspects of the o 50 learning experience Answers the essential question Assessing Product Consider: Complexity Authenticity
Quality Reflection of learning Uniqueness to the student Visually engages the audience Source Q.E.D rubric 51 Presentation Student demonstrates research and their findings. Student publically shares their ELO
experience. Involves ELO team members including: community partner, ELO Coordinator, educator and family. 52 Assessing Presentation Elements to consider: Articulates a clear explanation of the ELO and the rationale for it.
Evolution of thought and understanding of the subject matter and materials. Use of the product in the presentation. Engages the audience. 53 Assessing Research What sources did they use? Did they integrate and apply the information into their ELO?
Is that information clearly articulated? Did the product and presentation clearly demonstrate a comprehensive understanding of the research and its application to the essential question? 54 Team Time 55
Now that the ELO is done The overseeing Certified Educator is responsible for: providing the student with feedback. issuing a grade. working with school counseling to record the ELO in the students transcript. 56 Lets Face It..
57 Summary ELOs are for all students, in every subject matter. ELOs are a tool to support students to learn content and skills through a rigorous, structured learning process. There are a wide variety of resources
available to support the development of ELOs. 58 Preview to Day 2 Learn the critical components of an ELO program including policies and practices that support ELOs. Explore strategies to develop an
infrastructure to support ELOs within your school. Work with your team to create a plan to enhance or build your ELO program. 59
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