Following my first round of research, I developed a plan of action for how I could get this program off the ground. For a paced schedule of events regarding the development of my innovation plan, please read my implementation outline below. Here you will find details regarding my timeline as designed with local school districts in mind, when and how I plan to accomplish my tasks, and potential future development ideas. It is important to note, this it a very early draft of what I see this program becoming, so the design and implementation methods are likely to change as the program is implemented.
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To view my full innovation plan, click here.
Objective: Establish an ePortfolio initiative focused on helping students and their families as they navigate the college application process. Students will be able to achieve choice, ownership, and voice through authentic learning (Harapnuik et al., 2018) as they expand upon their knowledge and skills necessary of the college application process and form a collaborative community amongst their peers, facilitator(s), and parents/family members.
*Note: These time estimates are contingent upon approval for the overall plan. There is some flexibility regarding the amount of time to create these materials and execute these proceedings. Depending upon the overall plan approval, revisions may be made. This plan is not intended to exist as a course, but that is the initial proposal to establish a foundation of data.
Phase 1: Research, Plan, Pitch
Months 1-3
- Research
- February 26, 2023 – Complete literature review researching important aspects of program
- Less privileged students and families applying to college
- Benefits of ePortfolios
- Impact of school counseling on student college decisions
- Develop initial implementation outline and presentation for pitch
- February 26, 2023 – Complete literature review researching important aspects of program
- Research
- Establish learning strategy with ePortfolios
- Students utilize ePortfolios to enhance their learning through COVA (Choice, Ownership, and Voice through Authentic Learning) (Harapnuik et al., 2018).
- Students are able to
- Assume a leadership role while the program facilitators are secondary
- Participate in a collaborative community with other students so that they may share their experiences and insight with each other
- Learn and connect with their parents/families to establish greater confidence in the college application process
- Reflect on feedforward provided by facilitator(s) and peers and use that information to grow, and
- Gain helpful knowledge and skills that will be utilized for college and beyond.
- Establish learning strategy with ePortfolios
- Pitch idea to supervisors
- Meet with coordinator to discuss options
- Program through TEA
- Program through Region 20
- Independent program implemented through local districts – Selected option
- March 3, 2023 – Revise implementation outline
- March 9, 2023 – Meet with component director for pitch, review, and advice
- Meet with coordinator to discuss options
- Pitch idea to supervisors
- Obtain approval from local school districts
- Submit innovation proposal
- Organize meeting with district leadership, AVID coordinators, and counselors
- Northside ISD – Date: TBD
- Northeast ISD – Date: TBD
- Obtain approval from local school districts
Phase 2: Build the Program
Months 4-6
- Build program as a mock course with resources in Google Classroom to function as ePortfolio
- Facilitators will each get their own copy of the original program design to implement with their students
- Students will use the Google classroom as their ePortfolio
- Provide learning and engagement opportunities for students and their families to gain and share knowledge and experiences with their peers
- Build program as a mock course with resources in Google Classroom to function as ePortfolio
- Materials to be built in Google Classroom for ePortfolio
- 4 Video Lessons – English ONLY
- Introduction to Program
- Choosing a College
- Application Resource Acquirement and Development
- Determining Financial Aid
- Discussion Posts – Pre and Post Lesson
- Templates for Resume, Recommendation Letter Request, etc.
- 4 Video Lessons – English ONLY
- Materials to be built in Google Classroom for ePortfolio
- College Selection Tool
- Quiz designed to recommend 3-5 colleges to the tester based on information such as desired tuition, college location, type, program interest, etc.
- Collection and storage all of this information
- Initial Design in Google Form, then recommendations provided
- Will be researching other platforms to accommodate the information for each college so an automatic tool can be developed
- College Selection Tool
- Live Meetings with Parents and Families
- Introductory and content meetings with students and family members so they can ask questions and get answers in real time
- Address the four program videos posted into course: introduction, choosing a college, application materials, and choosing financial aid
- This format relies on students and their families to have reviewed the content previously to provide more in depth, targeted discussion on the content
- If students and their families aren’t able to view the videos before the meeting, that won’t prevent them from attending. A brief review will occur at the beginning of each meeting.
- Meetings will be recorded for those unable to view live
- Introductory and content meetings with students and family members so they can ask questions and get answers in real time
- Live Meetings with Parents and Families
- Contact pilot groups
- Meet with facilitators of pilot groups (school counselors)
- Discuss procedures and content provided through the program
- Address questions or concerns and make edits aligned with each pilot groups needs
- Schedule formal training session/presentation with any other facilitators at pilot group campuses
- Contact pilot groups
Phase 3: Pilot Program (Ver. 1)
Months 7-12
- Implement program through pilots at Northeast ISD and Northside ISD
- Monitor program activity and participation
- Interact with students through their facilitator(s)
- Provide video feedforward for their assignments
- Answer questions and provide clarification as needed
- Promote and host live meetings with students, families and facilitators
- Address learning materials available and how they can be utilized to benefit students and their families
- Post recordings of meetings for those unable to attend
- Collect Course feedback from facilitators, students and their family members
- Implement program through pilots at Northeast ISD and Northside ISD
Phase 4: Data Analysis and Feedforward
Months 13-14
- Determine GLOWs and GROWs
- What worked
- What didn’t work
- Ways to expand program
- Determine GLOWs and GROWs
- Review feedforward from facilitators, students and their family members
- Analyze data from feedforward and participation in the program
- Develop presentation for the data to showcase to facilitators, campus and district leadership, and additional stakeholders
- Review feedforward from facilitators, students and their family members
- Connect with facilitators and organize brainstorming sessions to gather their ideas on how to expand programs and ePortfolios to better serve students and their families
- Invite additional staff members (i.e. CCMR educators, interested program sponsors, campus and district leadership)
- Connect with facilitators and organize brainstorming sessions to gather their ideas on how to expand programs and ePortfolios to better serve students and their families
- Begin website development for the QUICK program
- Permanent location of program and ePortfolio tools
- Research on databases and collection of data
- Determining layout and functionality
- Looking into copyrights
- Begin website development for the QUICK program
Phase 5: Expansion
Months 15-18
- Determine funding for site
- Fundraisers, grants, etc.
- If no funds acquired now, will stick with Google classroom format for another cycle
- Determine funding for site
- Contract with database company (if site funded)
- MySQL for long term, AWS offers free services (to an extent) for up to 12 months
- Contract with database company (if site funded)
- Launch and maintain site OR make edits to Google classroom platform
- Develop marketing plan to attract students and their parents
- Expand to a program
- Not as a course, but continuous growing experience
- Complete established modules and discussions
- Continue expanding content and sources
- Series on how to be successful in college
- Where to find tutoring
- Campus counseling services
- Choosing a career and finding career counseling
- Finances and budgeting in college
- Adjusting to college
- Joining clubs, groups or organizations that interest you
- Establishing class work groups
- College experiences
- Series on how to be successful in college
- Maintain connection for questions and advice beyond content available
- Extend knowledge to trade programs
- Connect with colleges and trade schools to host a Virtual Post-Secondary School Night
- Expand to a program
Phase 6: Pilot Program (Ver. 2)
Months 19-24
- Implement program at returning and newly interested school districts
- Host Virtual Post-Secondary School nights
- Translate videos and offer live meetings in more languages
- Arabic
- Chinese
- Telugu
- French
- Turkish
- Russian, etc.
- Implement program at returning and newly interested school districts
- Develop official training on how to use the resource
- Offer to ESCs/teachers/administrators/counselors
- Develop official training on how to use the resource
Present at Statewide Parental Involvement Conference
- Develop scholarships for program participants
- Connect with relevant/local companies for funding
- Develop scholarships for program participants
Reference:
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: choice, ownership, and voice through authentic learning (0.9) [Ebook]. Creative Commons License.
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