Outcomes, Objectives and Sequencing of Unit

Performance Objectives and Sequencing

Unit 1: Building Relationships to ensure that the program will be supported.

Part 1: In a variety of settings, teachers will demonstrate the ability to connect with local colleges by contacting them and creating an agreement that the teacher will collaborate with the college to implement a college aspirations program using email or telephone.

Task prerequisites:

- Ability to locate local colleges.

- Ability to contact with appropriate staff and faculty.

- Ability to articulate goals of the program with college partners.

- Previous relationships with college faculty, staff and students (s)

Part 2: In a school setting, teachers will demonstrate the ability to connect and work with same grade level teachers and administrators, teachers will meet regularly with this group and discuss program goals, outcomes, needs and roles.

Task prerequisites:

- Ability to communicate effectively and professionally with coworkers and administrators.

- Ability to schedule meetings.

- Ability to delegate jobs and determine next steps.

Part 3: In a community setting, teachers must be able to engage with parents and community members to create a mutual understanding about goals and possibilities for the students. Parents will work with teachers to push students towards college admittance.

Task prerequisites:

- An understanding of community expectations of students.

- The ability to reach out to and connect with parents.

- A good relationship of trust with parents (s)

Unit 2: Program Development

Part 1: In a general education classroom, teachers will generate a timeline that will allow a program to be integrated into the school year during regular school hours, that has students actively working during class on a college attainment project and schedules days where students will be available to go on field trips to local universities.

Task prerequisites

-Complete understanding of HS schedule and how to apply for a field trip.

-Knowledge of college partners schedule.

-Understanding of program structure and when college visits be attended and college student partners will come to high school campus.

Part 2: In the structure of the created timeline, teacher will create a plan for having students apply to college, learn about financial aid, majors, college life and what needs to be done in high school so that students are prepared to get into their preferred college.

Task prerequisites:

-Teacher must understand the general college adimission process.

-Teacher must know how to work with college partners to create a program that can be implemented during the school day.

-Teacher must understand, or be able to connect with a college partner who understands the complete college attendance process, in depth.

-Experience with college admissions, advisement or financial aid (s)

Part 3: Work to instill excitement about attending college by incorporating college visits that are more than simple tours.

Task prerequisites:

-Identify colleges that can be visited.

-Create a day long program that promotes understanding in college life and an appreciation for it's resources.

-Collaborate with students who attend the college that is being visited so that they can help develop, as they are much more aware of what is available on campus. (s)

Unit 3: Evaluation and Progress

Part 1: In a group setting, teachers will meet to discuss the successes of the current year and create a program that builds upon the skills and enthusiasm that the students have gained. This will be demonstrate through group meetings that results in an enhanced program.

Task prerequisites:

-Teachers must be able to assess student's understanding for topics.

-Teachers must be able to work in a group setting.

-Teachers must be able to learn from failures

- Teachers must be able to build upon success

- Leadership skills (s)

- Good relationships with co-workers (s)