Academy Assessment Evidence Templates - 2020-21

Academy Assessment Evidence Templates - 2020-21

Please note, the following templates attached are for the 2020-2021 Academy Assessment.


1.2.a Personalized Environment
The academy fosters a personalized environment that promotes student success and attainment of college and career goals by (select all that apply):

Connecting learning to students’ interests, abilities, and aspirations.
Implementing academy structures that encourage peer relationships and develop a sense of belonging among academy members.
Developing personalized academy learning plans that the academy team regularly reviews to assess student progress towards college and career goals.
Engaging a network of teachers, family, mentors, and advisory board members who connect with academy students to provide support for accomplishing their college and career goals. 




1.4.c Leaders as Ambassadors:
District/school/academy leaders are ambassadors for the academy. In alignment with NAF's expectations, NAF leaders complete data requests on time, use social media to promote academy practices and events, and present at conferences where college and career readiness topics are the focus. The academy leaders meet NAF's expectations by (select all that apply):

❑     Completing NAF data requests on time.
❑     Using social media to promote NAF academy practices and events.
❑     Presenting at local, state, and national conferences where college and career readiness topics are the focus.
❑     None of the above



1.5.b Professional Learning:
The academy participates in NAF sponsored or other Career Technical Education (CTE) professional learning sessions. The academy team attended (select all that apply):

❑     NAF Next
❑     NAF sponsored professional learning sessions (Webinars, Advisory Board Convenings, or other events)
❑     Other CTE training/professional learning events
❑     None of the above


 

2.3.a Support for Sustainability
The advisory board works to engage the civic community to enact policies that promote and sustain academies as an integral part of the local workforce and economic development systems. The advisory board members (select all that apply):

Conduct or participate in public forums or meetings on workforce development.
Engage in meetings with local civic leaders regarding building talent pipelines.
Raise funds for paid internships, work-based learning activities, and/or scholarship funds.
None of the above




3.1.c Program of Study/Integration
Career-Themed Integration is a learning strategy used to integrate the academy’s career theme into designated core subjects or other disciplines. An interdisciplinary project is the primary Project-Based Learning (PBL) strategy used to incorporate authentic, real-life, and career-related issues in non-academy courses. The academy facilitates career-themed integration through (check all that apply):


9th
10th
11th
12th
Ongoing collaboration among teachers that fosters integration for students in




Incorporating career-themed content or skills into non-academy courses in 




Implementing for at least 10-days during the course/semester, interdisciplinary PBL activities that provide solutions to relevant career-themed issues in 








3.2.a College and Career Readiness
The academy intentionally builds students' college knowledge by helping them understand the post-secondary system and culture, research college options, visit college campuses, and navigate issues such as testing, applications, and financial aid. The academy provides students with assistance for (select all that apply):

Free Application for Federal Student Aid (FAFSA)
College visits
College preparation examinations (SAT, ACT, PSAT)
Scholarship applications
None of the above