Reflection – Learning Launch 

 Challenge and Selection     My non - profit organization provides after - school academic and college preparation support for   students in Title 1 ( low performing ) schools .   In my role as project manager , I was tasked with a   project to design a course that would motivate high school junior students to study for and   perform well on the SAT college entrance exam . Since the organization was dependent on   college student volunteers and only assigned one part - time staff to coordinate all activities at   each school site , the program had to be affordable and in - house . Another challenge was   incorporating the organization ’s core value of empowering students and entrenching the idea   of peer - support and self - sustainability . While a traditional SAT Prep Course could have been an   obvious solution , it was costly , rigidly structured and in which participants played a minimal role   in the whole learning process – mainly receiving content presented by the teacher .      To attain our goal of creating an empowering SAT Prep course , we started with what ’s currently   available and has been the model for many years in designing such courses . We developed   content and a schedule , trained and assigned the site coordinator the responsibility of teaching   the course while volunteers serve as aids . As the project manager , I observed and documented   participants ’ behavior and managed all party ’s involvement in refining the course . We   concluded that participants ( students ) should have an active role in the teaching process as   well . This , we hoped would solve the challenges of making the course affordable and   sustainable and for the student to take ownership of the course and therefore feel empowered .     I chose the Learning Launch tool as an action - based method that allows you to refine your   prototype as you continue to observe engagement and learn more about the product . We used   the Learning Launch tool to test this prototype at one school before deciding on adopting it   across all schools .      Application     The new prototype we launch was student- centered and we wanted to test it in one cohort at   one school site . The participants were divided into small groups ( 3 - 4 ) that would study , present   on and teach a sub - section of SAT Prep each week . The same went on for the practice tests ,   with a set number of questions assigned to each group and for them to teach to the whole   cohort their solving methods . The volunteers were assigned to serve as advisor to each group .   The site coordinator served to coordinate logistics , schedules , content , group and volunteer   management , and assist with the learning process when needed . We documented student ’s   progress in practice tests as well as the real exam and compared it student in our other sites .      This experience of witnessing a prototype being tested with a specific target group and in a   controlled environment was significant for us to determine its success and if we should export it   to other sites . 

 Insight and Approach     The overall idea of having our students ( i.e. customers ) at the center of our service is certainly a   rewarding approach . In this journey we started with a general product ( traditional SAT Prep   Courses ) and observed our students ’ engagement with it to develop a future product . Once we   have developed a new model , we went on to this Learning Launch phase , which allowed us to   test our model - prototype in one school to determine if it should be implemented across our   different school site . The testing phase was crucial to determine the desirability and viability of   the model with our students . It reinforced the importance to testing a model before fully   developing it and setting on a final launch across the organization . While this particular   prototype was successful and allowed us to meet our organizations goals , it must be noted that   we did not attain the same success with other prototypes . One example is an attempt to   conduct a similar approach for a math accelerator program with elementary students – the   teacher - led approach worked better .      An important insight from this experience , which must be comprehended and anticipated in   future approaches to similar cases , is the importance of open - mindedness testing or refining a   prototype . With an open - mindedness approach , you may discover the next prototype while   you ’re testing the first . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Reflection – Learning Launch 

 Challenge and Selection     My non - profit organization provides after - school academic and college preparation support for   students in Title 1 ( low performing ) schools .   In my role as project manager , I was tasked with a   project to design a course that would motivate high school junior students to study for and   perform well on the SAT college entrance exam . Since the organization was dependent on   college student volunteers and only assigned one part - time staff to coordinate all activities at   each school site , the program had to be affordable and in - house . Another challenge was   incorporating the organization ’s core value of empowering students and entrenching the idea   of peer - support and self - sustainability . While a traditional SAT Prep Course could have been an   obvious solution , it was costly , rigidly structured and in which participants played a minimal role   in the whole learning process – mainly receiving content presented by the teacher .      To attain our goal of creating an empowering SAT Prep course , we started with what ’s currently   available and has been the model for many years in designing such courses . We developed   content and a schedule , trained and assigned the site coordinator the responsibility of teaching   the course while volunteers serve as aids . As the project manager , I observed and documented   participants ’ behavior and managed all party ’s involvement in refining the course . We   concluded that participants ( students ) should have an active role in the teaching process as   well . This , we hoped would solve the challenges of making the course affordable and   sustainable and for the student to take ownership of the course and therefore feel empowered .     I chose the Learning Launch tool as an action - based method that allows you to refine your   prototype as you continue to observe engagement and learn more about the product . We used   the Learning Launch tool to test this prototype at one school before deciding on adopting it   across all schools .      Application     The new prototype we launch was student- centered and we wanted to test it in one cohort at   one school site . The participants were divided into small groups ( 3 - 4 ) that would study , present   on and teach a sub - section of SAT Prep each week . The same went on for the practice tests ,   with a set number of questions assigned to each group and for them to teach to the whole   cohort their solving methods . The volunteers were assigned to serve as advisor to each group .   The site coordinator served to coordinate logistics , schedules , content , group and volunteer   management , and assist with the learning process when needed . We documented student ’s   progress in practice tests as well as the real exam and compared it student in our other sites .      This experience of witnessing a prototype being tested with a specific target group and in a   controlled environment was significant for us to determine its success and if we should export it   to other sites . 

 Insight and Approach     The overall idea of having our students ( i.e. customers ) at the center of our service is certainly a   rewarding approach . In this journey we started with a general product ( traditional SAT Prep   Courses ) and observed our students ’ engagement with it to develop a future product . Once we   have developed a new model , we went on to this Learning Launch phase , which allowed us to   test our model - prototype in one school to determine if it should be implemented across our   different school site . The testing phase was crucial to determine the desirability and viability of   the model with our students . It reinforced the importance to testing a model before fully   developing it and setting on a final launch across the organization . While this particular   prototype was successful and allowed us to meet our organizations goals , it must be noted that   we did not attain the same success with other prototypes . One example is an attempt to   conduct a similar approach for a math accelerator program with elementary students – the   teacher - led approach worked better .      An important insight from this experience , which must be comprehended and anticipated in   future approaches to similar cases , is the importance of open - mindedness testing or refining a   prototype . With an open - mindedness approach , you may discover the next prototype while   you ’re testing the first .
### Output: 