a. The narrative describes the partnership’s capacity and plans to use authentic and comprehensive measures of assessment to plan instruction, coordinate support 3 2.25 1.50 0.75 0 services, and assess students’ readiness for enrollment in college level courses. b. The narrative describes a full-day curriculum plan that provides rigorous, high quality instruction and extra academic support for grades 9 through 12, to prepare students from the target population for entry level college courses no later than 10th grade. The narrative also describes how innovative teaching and learning strategies (e.g., project-based learning, technology enabled learning, cross-curricular instruction, etc.) will be integrated into the curriculum. A description of extended 5 3.75 2.5 1.25 0 learning time is included in this section. If the school which will host the ECHS program is currently implementing an approved SIF grant or SIG, this section of the proposal narrative should describe how NYS ECHS grant funds will work with other federal or state grant funds to meet their individual turnaround strategy. A target of ninety hours of additional instruction is provided each subsequent implementation year. c. The narrative explains the plan for how the core high school level courses will be aligned with college level courses at the partner IHE(s) and prepare the students to 4 3 2 1 0 earn at least 24 and up to 60 transferrable college credits or an associate degree within four years of high school. d. The narrative explains how students will be provided a program of career awareness, exploration and 5 3.75 2.5 1.25 0 preparation for careers in fields that is coordinated with the academic curriculum. e. The narrative explains how students will receive a Regents diploma and at least 24 and up to 60 transferrable college credits or an associate degree. The applicant has submitted a College Credit Accumulation Plan (Attachment VII) that outlines the target number of college credits students will earn at each grade level, and the number of college credits students will have earned cumulatively at the end of each grade level. The 5 3.75 2.5 1.25 0 applicant also identifies approximately how many college courses will be offered by college faculty on the partner IHE campus. ECHSs that are not located on the partner IHE campus must require students to take at least two courses on the partner IHE campus. For ECHS programs in which students earn an associate degree, students must take at least three of their college courses on the partner IHE campus.
a. The narrative describes the partnership’s capacity and plans to use authentic and comprehensive measures of assessment to plan instruction, coordinate support services, and assess students’ readiness for enrollment in college level courses. 3 2.25 1.50 0.75 0 b. The narrative describes a full-day curriculum plan that provides rigorous, high quality instruction and extra academic support for grades 9 through 12, to prepare students from the target population for entry level college courses no later than 10th grade. The narrative also describes how innovative teaching and learning strategies (e.g., project-based learning, technology enabled learning, cross-curricular instruction, etc.) will be integrated into the curriculum. A description of extended learning time is included in this section. If the school which will host the ECHS program is currently implementing an approved SIF grant or SIG, this section of the proposal narrative should describe how NYS ECHS grant funds will work with other federal or state grant funds to meet their individual turnaround strategy. A target of ninety hours of additional instruction is provided each subsequent implementation year. 5 3.75 2.5 1.25 0 c. The narrative explains the plan for how the core high school level courses will be aligned with college level courses at the partner IHE(s) and prepare the students to earn at least 24 and up to 60 transferrable college credits or an associate degree within four years of high school. 4 3 2 1 0 d. The narrative explains how students will be provided a program of career awareness, exploration and preparation for careers in fields that is coordinated with the academic curriculum. 5 3.75 2.5 1.25 0 e. The narrative explains how students will receive a Regents diploma and at least 24 and up to 60 transferrable college credits or an associate degree. The applicant has submitted a College Credit Accumulation Plan (Attachment VII) that outlines the target number of college credits students will earn at each grade level, and the number of college credits students will have earned cumulatively at the end of each grade level. The applicant also identifies approximately how many college courses will be offered by college faculty on the partner IHE campus. ECHSs that are not located on the partner IHE campus must require students to take at least two courses on the partner IHE campus. For ECHS programs in which students earn an associate degree, students must take at least three of their college courses on the partner IHE campus. 5 3.75 2.5 1.25 0
gc18-024echsconsortia-12-18-17-final.docx