Unit 2: Program Development


Part 1: Set Goals



Goal setting is one of the most importance steps in creating any program of study. This holds true with a program like this that may not align with any state or national standard but is equally important in the helping students reach their potential. You must work with your co-workers to determine exactly the type of of outcome you are looking for from your students.


In a group setting. Teachers will work together to formulate a set of goals for the program they are creating. They will create sets of outcomes that will help them to meet the major goals of the program. Teachers will create goals that have observable outcomes so that assessment can be done.


Identify the the outcomes that you and your team are looking for students to have. Create examples of outstanding, satisfactory and unsatisfactory achievement that will be observable at the end of the program. If there is an alternative method of assessment that your school often uses for programs such as this, that too can be easily implemented.

Use this rubric model to place your outcomes and examples:

Goal Rubric
Goals Outstanding satisfactory unsatisfactory
Goal 1 Outstanding example satisfactory example unsatisfactory example
Goal 2 Outstanding example satisfactory example unsatisfactory example

Part 2: Creating a Timeline



The timeline is important because it will allow both you and your college partner to play for the field trips and college visits adequately. Often, field trips need to be scheduled far in advance to make sure that all teachers can plan for it. Additionally, to make sure that the college partner can create the best field trip possible, a long term timeline is needed as many of the resources available at a college are scheduled months in advance.


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. The program 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.


1. After creating a relationship with a local college, determine which dates will be easiest to accommodate field trips for your school, without scheduling it for a time where there will be no students on campus. Often times right after holiday breaks are ideal as students have little work to do.

2. It is perfectly acceptable to schedule the dates for the visits without knowing exactly what you would like to take place at these visits. All you need to know at this point is how many field trips yo wold like to take and at what dates you would like to have them. The number of field trips is dependent on what your school can afford. The only mandatory visit is the one at the end of the year which will be made to reflect a day in the life of a college student.

3. The field trips are the most important and should be scheduled first. All other activities are more flexible and will be easy to work around the scheduled field trips.

4. The rest of the schedule will be made to reflect the entire college process to the school.

5. The general process looks as follows:

All of these steps are very flexible which will aid the teacher in creating a program that will fit their needs and schedule. Any of the following, which were described in detail below could be done in a college trip setting, however only letter D requires a field trip.

A. College discovery.

B. Applying to College.

C. Selecting in majors and getting a course schedule

D. Attending college.

File:Sample timeline.pdf

Part 3: Identifying College Aspects



After creating the timeline it is important to identify which aspects of college you would like your students to focus on and which aspects you would like to use your field trip on. In the same timeline above you can see that "college discovery" and "attending college" were the parts that visits were scheduled for.


In the structure of the created timeline, the teacher will create a plan for having students discover all the aspects of college including: 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.


The ways to conduct each portion is highly flexible and each section can be integrated into a college trip if desired.

A. College discovery. This section can be done in a number of ways. Research projects can be used to allow students to find out about the college that they are applying to. College students can create mock college fairs where they discuss admissions, extra-curriculars, majors and financial aid, with the students. Also, quick presentations can be done by teachers in a general education classroom that highlights whatever points the teacher desires.

B. Applying to College. Depending on the grade, it may be important to modify the application that is used. The common app. may be beneficial to use as a guide as it is the one that most students will see when they get to college. This can be an excellent place to incorporate such things as essay writing and or fake SAT programs to give extra math or English practice in a context that is exciting for students. Finally, this portion could be expanded by having college partners send students to your school to conduct interviews to discuss applications and give your students some one-on-one time with college students which can be very exciting and motivating.

C. Selecting in majors and getting a course schedule The number and breadth of majors will depend on the number or college students involved. Often it is not exciting to have your students attend real college courses but is exciting to have them attended courses created specifically for them by the college students and professors interested in collaborating on such a project. Many schools can give amazing demonstrations to highlight the most exciting aspects of a specific major.

D. Attending college. This trip can be anything that the college partner and you agree upon. It can be made to reflect the exact college day or it can be used more as a college tour. This depends on what you want to get out of the trip. Having multiple trips will allow you to better demonstrate multiple aspects of college life.

Part 4: College Visits



This part of the program development portion is the most important. Most of the excitement that a student gains for college will be by going to a college and seeing all that it has to offer. These visits can be most anything that you want them to be. In the timeline above, they were used to simulate the college discovery and college attendance experience.


Instill excitement about attending college by incorporating college visits that are more than simple tours. In a college campus setting, students will become enthused about attending college and will express their excitement by discussing options once they get to college and working with their teachers to prepare themselves for applying and attending.


Once the timeline is set and you've determined what goals your visits will have, it is time to create the visit. This is where having a strong relationship with a college partner can be important. The college partner should have a keen knowledge or the resources available and will be able to arrange the field trip form the college's stand point.

I would suggest having the college visits mimic what seniors in high school do on their college visits. The goal of this program is to make the college attendance procedure as familiar as possible while at the same time being fun to get students excited about attending college.

Try to visit things that students wouldn't be able to see on a regular visit. At Cornell, we recently had students climb the McGraw clock tower, get a tour of a "clean lab" where they had to wear special suits because dust was big enough to ruin the technology being used in the lab and watch a demonstration from a particularly invested college professor where he showed them a synthetic ear that had been developed.


ETAP 623 Fall 2011 Homepage


Course Homepage

Needs Assessment for College Aspirations Course

Outcomes, Objectives and Sequencing of Unit

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

Unit 2: Program Development

Unit 3: Evaluation and Progress