belmont city college business plan

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Student Entrepreneurs Win Cash Awards at Annual Business Pitch Competition

March 21, 2024 | by Jasmine Simmons

• 2024 Business Plan Competition

Wednesday night, four giant checks equaling $8,250 were awarded to winners of the Business Plan Competition hosted by the Thomas F. Cone Sr. Center for Entrepreneurship where students presented their r eal business ventures — either currently operating or planning for launch — to a panel of alumni judges.  

Business System Analytics and Management double majocher Jessica Finny accepted two of the four big checks for presenting Chechi’s Chai , a family labor of love that brings the real taste of chai to Nashville and builds community over cross-cultural stories. Finney received $5,000 for first place and an additional $250 as People’s Choice.  

“Our goal is to push our culture across this bridge of living in America and having this heritage in India,” Finny said. “We want to find a way to bring that here without cutting corners. Source from the source. That is our dream, to ensure we represent our country and our heritage well.”  

Senior Finance major Bailey Jackson shared his journey of scaling, descaling and pivoting Montana Craft Company , a five-year-old business that distributes sublimation blank for customizable craft items. Jackson accepted a $2,000 check for second place.  

"My culture, my music, our demographic isn't an event,” Tavares said. “It deserves to have a permanent space in Nashville for the growing community. There are over 70,000 Latinos in Nashville, representing over 20 countries, making up 10% of our population.”  

The judges panel consisted of Belmont alumni who are also owners and founders of businesses. The judges included Megan and Jimmy Feeman of No Baked Cookie Dough Meredith Maze of Abednego Boutique and Clark Buckner of Relationary Marketing  

The Thomas F. Cone Center for Entrepreneurship provides substantive support for students in their entrepreneurial journey with events like the Business Plan Competition where they can network with peers and successful alumni as well as win cold, hard cash to help finance their goals.  

Sarah Fisher Gardial, Dean, Jack C. Massey College of Business Administration Jennifer J. Fowler, Associate Dean

Bryon Balint, Dennis Chen, Brad Childs, Howard Cochran, Jeff Cornwall, Amy Crook, Francis Daniel, Delwyn DeVries, Greg Faulk, Jennifer Fowler, John Gonas, Jose Gonzalez, Gary Garrison, Charles Hagood*, Lora Harding, Yang He, Ken House, Lori LeBleu, Eduardo Lopez, John Maslyn, Jeff Overby, Barry Padgett, Mark Phillips, Clyde Rolston, Tony Saunders*, Mark Schenkel, Ryan Seay, LaKisha Simmons, Eric Smith*, Kara Smith, Joe Smolira, Larry Stessel*, Saratia Stewart, Marieta Velikova,, Charles Wainright, Lee Warren, Rachel Wilson, Beth Woodard, Thomas Wooten, Sehyun Yoo, Grady York, Marilyn Young.

The mission of the Jack C. Massey College of Business Administration is to be an innovative learning community that educates entrepreneurial, ethical and socially responsible future business leaders for the dynamic global economy.

We are committed to:

• relevant, interactive and experiential academic programs.
• continually improving our intellectual capital primarily through contributions to applied and pedagogical research.
• serving the needs of the community through educational and professional partnerships.

Innovative . With respect to all aspects of our school, from programs to curriculum to teaching methods, we continually seek to generate, assess and implement new ideas. Critical to this is the nurturing of creativity through organizational processes that anticipate needs of key stakeholders.

Interactive Learning Programs . Our focus is on learning in an environment in which student and teacher are actively engaged in coordination, collaboration, and facilitation. In such a setting, every participant is responsible for exploring divergent points of view and is accountable for results.

Excellent Teaching . Our teaching is focused on processes and outcomes, challenging our students to think critically, analytically, and creatively. Our faculty are academically and professionally qualified and adept at conveying knowledge in a stimulating and effective manner.

Improving Intellectual Capital . We are involved in continual discovery in how to use current business theory to solve real-world problems and how to better communicate that knowledge. Our primary emphasis, therefore, is on practical applications of theory through applied research; secondary emphasis is on instructional development, with limited emphasis on basic research.

Responding to the Needs of the Business Community . We are partners with the business community, proactively seeking its input and developing programs to meet educational needs. We provide graduates who will make significant contributions to the success of the organizations for which they work.

Academically Challenging and Relevant Business Curriculum . Our curriculum is academically rigorous, focusing on how to apply current thinking to business issues, both local and global. Curriculum development is an on-going, systematic process involving all key stakeholders.

Continuous Improvement . We have a systems approach to our instructional and administrative processes, and are involved in continuous self-examination to improve the level of service to our customers. Continuous development of faculty involves participation in professional, business, and community activities.

Moral and Ethical Values . The College of Business Administration seeks to practice and promote the basic values of self-discipline, integrity, honesty, respect for each person, and individual responsibility for self and the community as evidenced in the life and teachings of Christ. We believe success is measured not only in results but also in the moral, ethical, and spiritual climate in which decisions are made.

Overview of Programs

Historical overview.

The Jack C. Massey Graduate School of Business Administration, also known as The Massey School, was organized in the fall of 1986 as an “after six” graduate program for working adults. The Massey School is the direct result of the vision of the late Jack C. Massey, one of the world’s most creative and successful entrepreneurs. Mr. Massey believed in helping others succeed in business through a graduate business program characterized by practicality as well as quality.

Mr. Massey began his entrepreneurial career as a retail druggist in 1930 after having graduated with a degree in pharmacy from the University of Florida. His business expanded into a multi-city wholesale surgical supply operation, which was purchased by the A.S. Aloe Division of the Brunswick Corporation in 1961. He was a founder of the Hospital Corporation of America and served as Chairman of the Board, Chief Executive Officer, Chairman of the Executive Committee and a member of the Board of Directors. Mr. Massey was well-known as the principal who purchased Kentucky Fried Chicken Corporation and directed its growth to one of the world’s largest commercial marketers of prepared foods. He was also a founder of Winner’s Corporation. Mr. Massey became the first person in the history of the New York Stock Exchange to list three companies on the Big Board. His interest extended into many areas. He served on the boards of several corporations and was actively involved in civic affairs. Mr. Massey provided both vision and financial support for the graduate program in business at Belmont. He made a substantial gift to Belmont in order to help build “a business school of national reputation.”  In 1986, the Board of Trustees fittingly named the graduate school of business in his honor. His generosity to Belmont University is evidenced in many ways, including Massey Performing Arts Center which also bears his name.

Belmont University grants two graduate business degrees, the Master of Business Administration (M.B.A.) and the Master of Accountancy (M.ACC.). The M.B.A. is offered in two delivery formats: (1) MBA-Professional and (2) MBA-Accelerated.

The M.B.A. is a flexible, rigorous program which arises from the school’s mission. The program provides each student with both a broad generalist view of essential business functions while allowing the student, if desired, to study one business function in depth. Each student takes certain key business core courses which provide the student with a solid foundation in business theory and reality. Each student has the opportunity to either continue in a generalist program or to take a series of elective courses in a particular focus. Students may direct their focus into such functions as accounting, entrepreneurship, finance, health care, marketing, music business*, or continue with a general management focus by taking elective courses that are of interest or importance to their career tracks. (*See the the Music Business Elective Specialization option link at the top of this page for additional information).

The MBA-Professional program is a part-time evening M.B.A. designed specifically for working professionals. A minimum of two years of full-time business work experience is required in order to be eligible for admission. The MBA-Accelerated program is a full-time evening M.B.A. program designed for individuals with little or no full-time business work experience. Individuals admitted to the MBA-Accelerated program begin course work in the fall term and complete their studies in the following summer - a total program length of 12 months from start to finish.

The M.ACC. program fulfills educational requirements needed to sit for the CPA exam in the State of Tennessee. The state of Tennessee, as well as many other states that adhere to the Uniform Accountancy Act (UAA), requires 150 hours of postsecondary coursework for candidates to qualify for the CPA examination. Students must select at least 16 hours, but no more than 20 hours, from accounting courses. The remaining courses are selected from the M.B.A. catalog.

The integrated M.ACC. and B.B.A. degree program is designed to allow Belmont University accounting students to complete both degrees within a five-year time period. Acceptance into this program is based on an application process during the student’s fourth year of study and will allow the student to earn both degrees in four fewer hours than if earned separately.

An additional program is the intense Summer Accounting Institute (S.A.I.). The S.A.I. is a fast-track program for non-accounting undergraduate degree holders to complete the accounting prerequisites for entry into the M.ACC. program. Successful completion of the S.A.I. allows the student to begin M.ACC. courses in the fall semester and complete the M.ACC. degree in as little as one year. S.A.I. classes are held only in the summer.

Private enterprise, entrepreneurship, innovation, and leadership are central themes to The Massey School program. Communication and analytical skills are stressed throughout the curriculum of both degree programs. A key strength of the program is that it provides ongoing relevant learning experiences that transfer well to the daily work environment.

Accreditation

Belmont University College of Business Administration is accredited by AACSB International - The Association to Advance Collegiate Schools of Business. Accreditation represents the highest standard of achievement for business schools, worldwide. Institutions that earn accreditation confirm their commitment to quality and continuous improvement through a rigorous and comprehensive peer review. AACSB International accreditation is the hallmark of excellence in management education.

AACSB International accreditation assures stakeholders that business schools:

• Manage resources to achieve a vibrant and relevant mission.
• Advance business and management knowledge through faculty scholarship.
• Provide high-caliber teaching of quality and current curricula.
• Cultivate meaningful interaction between students and a qualified faculty.
• Produce graduates who have achieved specified learning goals.

College of Business Administration Ethical Behavior Pledge

As a Belmont College of Business Administration student, I pledge:

• To commit to the enthusiastic pursuit of learning that will enable me to be ethically responsible and to become my best self;
• To apply principles of personal integrity and academic honesty in all my decisions and behavior;
• To make self-control central to my intellectual, spiritual, social, emotional and physical development, and to accept responsibility for all of my behavior;
• To honor the dignity and worth of each individual I meet;
• To pursue critical and independent thinking in my academic and professional life;
• To make mutual respect and collaboration a goal in all my relationships;
• To reflect community responsibility and accountability in my activities at Belmont and beyond so that I may honor the rights, laws, and property that promote responsible citizenship;
• To join others at Belmont to practice committed stewardship in my treatment of the environment and natural resources, so that together we can facilitate the health and welfare of future generations.

As a College of Business Administration student, I will also abide by Belmont University’s Honor Pledge, which states:

I will not give or receive aid during examinations; I will not give or receive false or impermissible aid in course work, in the preparation of reports, or in any other type of work that is to be used by the instructor as the basis of my grade; I will not engage in any form of academic fraud. Furthermore, I will uphold my responsibility to see to it that others abide by the spirit and the letter of the Honor Pledge.

In pursuit of my education in the College of Business Administration, I commit to uphold this ethics statement to the best of my ability, so that I may become a better person and help Belmont be increasingly effective in improving human life throughout all of society.

Academic Policies

Standards for admission.

In keeping with the standards of the AACSB International - The Association to Advance Collegiate Schools of Business, indicators of high promise from the following three categories are employed in the admissions process:

• Testing - Candidate’s performance on the Graduate Management Admissions Test (GMAT),
• Previous Education - Candidate’s overall or upper division undergraduate grade point average prior to master’s admission, or other relevant measure of scholastic performance,

Master of Business Administration (M.B.A.)

The Massey School requires that applicants must (1) hold a baccalaureate degree from a “regional or equivalent” academically accredited college or university, (2) meet current standards for both undergraduate grade point average (GPA) and Graduate Management Admission Test (GMAT) score, and (3) demonstrate the desire and ability to assume leadership positions.

Master of Accountancy (M.ACC.)

The Massey School requires that applicants must (1) hold a baccalaureate degree from a “regional or equivalent” academically accredited college or university, (2) have at least 18 hours of specific college accounting coursework and 15 hours of other business courses, including statistics, or successful completion of the Belmont SAI, (3) meet current standards for both undergraduate grade point average (GPA) and Graduate Management Admission Test (GMAT) score, and (4) meet certain academic requirements as specified by the AACSB International standards.

Transient and Special Student Admission

Students who are not seeking an M.B.A. or M.ACC. degree from Belmont University, but are currently enrolled in such programs at other universities may apply as special or transient students. Such students are required to complete an application and submit a letter from the Dean of the graduate business program where currently enrolled. The letter should indicate that the student is currently enrolled and is in good standing with the university as well as indicating the course(s) that the student intends to take at Belmont. The student will be limited to eight hours and must complete the hours within a twelve-month period.

Application Process for Admission

In order to be considered for admission to the M.B.A. or M.ACC. program, the applicant’s file must include the following:

• A completed and signed copy of the application for admission.
• An application fee of $50.00 (non-refundable) with a check made payable to Belmont University.
• A written statement of professional and educational goals.
• Two completed recommendation forms from academic or professional sources which are sent directly to The Massey School office.
• An official copy of the GMAT score. The test must have been taken within the last five years.
• A recent resume.
• One official copy of transcripts from each institution attended. All colleges and universities attended must be listed on the application.
• Interview with a member of the Massey Admissions Committee

Requirements for Completing a Degree

Master of business administration.

• The time between enrollment in the first core course and graduation shall not exceed four calendar years.
• The minimum number of hours required to earn the M.B.A. degree is 36 hours of core and elective courses.
• All 36 hours of core and elective courses must be completed in residence at The Massey School except for the possibility of transferring up to six hours of acceptable credit from another accredited graduate school, provided that courses have been completed within the last five years.
• The minimum cumulative GPA required for graduation is 3.0.

Master of Accountancy

• The time between enrollment in the first M.ACC. course and graduation shall not exceed three calendar years.
• The minimum number of hours required to earn the M.ACC. degree is 30 hours.
• All 30 hours of M.ACC. courses must be completed in residence at The Massey School except for the possibility of transferring up to six hours of acceptable credit from another accredited graduate school, provided that courses have been completed within the last five years.

Probation and Suspension

Students who fail to make satisfactory progress toward completion of their degree may receive academic probation or suspension. The following actions apply:

*Dismissal occurs at the end of the semester in which the grade of “F” was received. A dismissed student may apply for readmission as of the end of one complete semester.

Registration

Online registration will be conducted during published periods for the upcoming semester. Priority Registration is available for returning students and regular registration for all students just before the first day of classes in each semester. A late fee of $25 will be applied if students do not meet registration deadlines. Changes in course schedule after the registration deadline are subject to a fee of $25 per course.

Financial Support

In addition to the Federal Subsidized and Unsubsidized Stafford Loans, The Massey School offers a limited number of assistantships and scholarships.

Graduate Research Assistantships

Graduate research assistantships for M.B.A. and M.ACC. students are based upon need and ability. Graduate research assistants work for The Massey School on a part-time basis. Compensation takes the form of tuition waivers. Assistantships are contingent upon performance in the program and in the assigned position. Performance is reviewed at the end of each semester.

Graduate Assistants are a vital resource to the Dean, Associate Dean, Director, graduate staff and faculty to help fulfill the mission of the school. Graduate Assistants participate in student recruitment, website maintenance, publications, maintenance of course plans and other special projects.The student is expected to carry at least six hours per semester and maintain at least a 3.25 GPA. The student is responsible for purchasing all books and supplies for courses. For more details, contact The Massey School office.

Minority Scholarships

Limited funds for scholarships for minority students enrolled in the M.B.A. or M.ACC. programs are available. Qualifications include academic excellence, leadership potential, strong recommendations, high personal standards and demonstrated financial need. Students are expected to carry at least six hours per semester. Applicants must reapply each semester for this scholarship. For more details, contact The Massey School office.

Elective Specialization in Entertainment and Music Business

Belmont University offers an elective track specialization in Entertainment and Music Business, in the Master of Business Administration (M.B.A.) degree. Students in this elective track specialization option within the M.B.A. degree program should refer to the Graduate Studies in Business bulletin pages for requirements and policies.

Through active learning and scholarly exploration the Master of Business Administration degree with a specialization in entertainment and music business is designed to prepare individuals for career advancement in mid- and upper-level administrative and managerial positions in the entertainment and music business.

The goals of the M.B.A. with a specialization in entertainment and music business are to (1) provide students with a broad view of essential business functions through business core courses and (2) allow the student to gain in-depth knowledge of the entertainment and music business through a flexible choice of elective courses.

In addition to the application process for admission to the M.B.A. program, candidates for the electives option in Music Business will also meet with the admissions coordinator in the Mike Curb College of Entertainment and Music Business to assist in the development of an appropriate course plan to meet each candidate’s career goals.

Curriculum Features of the Graduate Degree Programs of The Jack C. Massey Graduate School of Business

The curriculum of The Massey School graduate degree programs is designed to afford a strong, broad managerial base for graduates. Teaching methods include lectures, case studies, individual and team projects, written reports, oral presentations, and interactive computer simulations. The Massey School faculty and its Board of Advisors believe today’s business situations are complex and call for a variety of approaches to solving problems.

Throughout the graduate programs, emphasis is placed on basic oral and written communication skills, analytical skills, and ethical business issues. In addition, there is special emphasis on computer use. All students should own or have access to a computer with word processing and spreadsheet capabilities. Students are expected to have working knowledge of Microsoft Office products.

Both M.B.A. and M.ACC. students learn from faculty members who have significant business experience as well as strong academic credentials. Students also learn from fellow classmates who represent many job types and diverse industries. Employment backgrounds range from traditional business fields to health care, engineering, education and the nonprofit arena.

Provided below are details of the course requirements and schedule of classes for the graduate programs. The Massey School reserves the right to alter the curriculum, schedule, and sequence of courses. For current details, contact The Massey School office.

Schedule of Classes

The Massey School operates on a 15-week semester system. Students attend classes year-round with a short break between each session.

PMBA and HCMBA Programs: During the fall and spring semesters, classes are typically held once a week Monday through Thursday evenings from 6:15-9:00pm.  During the summer semester, classes typically meet twice a week for 6 weeks from 6:15-9:00pm.

AMBA Program: During the fall and spring semesters, core courses are typically held once a week Monday through Thursday afternoons from 2:00-4:45pm. During the summer semester, core courses typically meet twice a week for 6 weeks from 2:00-4:45pm. Elective courses are offered Monday through Thursday evenings from 6:15-9:00pm.

MACC Program: During the fall and spring semesters, classes are typically held once a week Monday through Thursday evenings (with an occasional Friday) from 6:15-9:00pm.  During the summer semester, classes typically meet twice a week for 6 weeks from 6:15-9:00pm.

Core courses are typically offered at least two times per academic year, with most elective courses offered once each academic year.

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• BUSINESS PLAN - Belmont City College · In each year of the Business Plan, student attainment (achievement of an ATAR score of 55+ and/or a AQF Certificate or higher) will be maintained

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BUSINESS PLAN 2019-2021

BELMONT CITY COLLEGE | INDEPENDENT PUBLIC SCHOOL | BUSINESS PLAN 2019-2021

BELMONT CITY COLLEGE BUSINESS PLAN 2019 - 2021Our Vision and PurposeBelmont City College strives to be an inclusive, respectful and

productive educational environment where students achieve

success in their academic, social and community endeavours.

We have high expectations of our students and staff who embrace

our ethos to demonstrate pride in themselves, their school and

their community. We seek to inspire each student to be brave,

challenge themselves and set targets that are aspirational,

yet achievable and support our staff to maintain the highest

standards of professionalism through ongoing training, mentoring,

collaboration and exposure to educational innovations.

We have strong behavioural expectations and encourage all our

students to demonstrate a commitment to their learning and

personal development. We believe a consistent and supportive

approach to the achievement of these standards ensures a

cohesive educational environment that best prepares young people

for their life ahead.

ContextBelmont City College is a phase one Independent Public School

located seven kilometres from the Perth CBD within the City of

Belmont. Our Index of Community Socio-Educational Advantage

(ICSEA) has steadily increased over time and our 2018 ICSEA is 968,

which is below the national mean of 1000.

We are a diverse community with students from over fifty different

cultural backgrounds. In response to this, the College offers a

wide range of programs designed to meet the diverse needs of

our students. These include specialist programs in Contemporary

Drama and Music, academic extension programs as well as literacy

support to enable students to develop the knowledge and skills

required for success at school and beyond.

Belmont City College offers students access to our specialist

Contemporary Drama Program. Students who are accepted

into this program benefit from working with teachers who have

exceptional training and experience as well as access to acclaimed

facilities, both of which allow our students to develop their talents

in drama and theatre production.

The A Plus academic exellence program offers select students’

enrichment and extension coursework in the areas of English,

Mathematics, Science and Humanities and Social Science along

with supported pathways to university through the College’s

partnership with the University of Western Australia. In addition,

the College offers a STEM program and Follow the Dream tuition for

aspirant Aboriginal students.

The College’s Deaf Education program ensures that students with hearing loss have access to quality curriculum as well as the language support they require to succeed in high school. The College also has an Inclusive Education program that provides students with an intellectual disability access to individualised curriculum and supports.

Belmont City College is a Positive Behaviour Support (PBS) school framework underpins the College’s vision and values on the teaching of expected behaviours. The explicit values underpinning PBS are The 3 P’s: Participation, Positivity and Preparedness. Behaviour and attendance data is collected and used strategically by all members of the College to inform decision making and drive change both at a whole school level and within individual classrooms to improve behaviour, attendance and engagement. The College recognises the importance of explicitly teaching behaviour expectations and also rewarding students who are good citizens and positive role models at the College.

Overview of Self-AssessmentOver many years Belmont City College has developed a culture of reflective practice at senior leadership, learning area and individual teacher levels using available data to review what we do and accordingly guide changes to programs and practice.

Some successes from our 2016 - 2018 Business Plan cycle include:

» Excellent overall NAPLAN results which indicate both higher progress and achievement against like schools in all assessments

» An improvement in the percentage of students achieving a C grade or higher in Years 7 to 10 MESH subjects

» An improvement in our OLNA pass rate from 71% in 2016 to 78% in 2018

» In both 2017 and 2018, 100% of our Year 12 students achieved an ATAR of 55+ and/or completed a VET Certificate II or higher

» Maintaining a trend where our median ATAR continued to increase and was well above our like schools

» Over 90% of our students achieving a VET Certificate II or higher

» A significant increase in the percentage of students achieving a VET Certificate III - 71% in 2016 and 92% in 2018

» Excellent overall attendance and achievement for students involved in our Specialist and Academic Programs (A Plus, Specialist Contemporary Drama, Music Excellence)

» Increased the number of awards/formal recognition of students and staff

» An increase in the percentage of staff that are satisfied with the management of student behaviour from 59% in 2016 to 77% in 2018

» An increase in the percentage of staff that are satisfied with the feedback they receive about their work.

Our PrioritiesPriority 1 – Student Achievement

Everything we do at the College is directly linked to improving student achievement. We have high expectations of our students and believe that all young people have the capacity to become successful and independent lifelong learners.

Priority 2 – High Quality Teaching

The continual growth and development of our teachers and support staff is essential in ensuring high educational outcomes for our students. A culture of professional improvement is embedded across the College and underpins our performance development framework.

Priority 3 – Student Engagement

Our aim at the College is to create a learning environment that is rich, diverse and supportive so students positively engage with the school community.

Priority 4 – Parent/Community Engagement

Our focus is on developing relationships with parents, the local community and key stakeholders (including universities, local government, business, state government and other agencies) to deliver a connected educational experience that leads students on a pathway to success.

Belmont City College Business Plan Targets 2019 - 2021PRIORITY AREAS TARGETS

1. Student Achievement

Lower Secondary

a. Grade Distributions

Senior Secondary

1. ATAR2. OLNA3. Attainment4. WACE Achievement

1.1 By the end of 2021, the grade allocation percentages will improve as specified in our learning area operational plans.

1.2 By the end of 2021, the percentage of students in Years 7 – 10 who achieve a D or E learning area grade to reduce to reduce by 5%.

1.3 By the end of 2021, the percentage of students achieving the OLNA standard in reading, writing and numeracy will improve as specified in our learning area operation al plans.

1.4 In each year of the Business Plan, student attainment (achievement of an ATAR score of 55+ and/or a AQF Certificate or higher) will be maintained at or above 90%).

1.5 In each year of the Business Plan, 80% of eligible students will achieve a WACE.

1.6 In each year of the Business Plan, BCC students enrolled in four or more ATAR courses, will achieve a median ATAR of 75 or higher.

2. High Quality Teaching

a. BCC Instructional Model

b. Level 3 Classroom Teacher numbers

2.1 In each year of the Business Plan, all teachers have implemented the Belmont Instructional Model. Changes to teacher practice will be measured by a combination of:

» Participation in CMS training

» Surveys of teacher/students about changes to classroom practice

» Classroom observation – peer and/or superordinate

» Performance Development

2.2 By the end of 2021, a minimum of three Level 3 Classroom Teachers will have qualified whilst employed at BCC.

3. Student Engagement

a. Attendance

b. Suspensions

3.1 By the end of 2021, at least 60% of students will attend school regularly. (Regular attendance is defined as students who have attendance of 90% or higher).

3.2 In each year of the Business Plan, the percentage of students suspended will be sustained at or below 15% of all students.

Parent/Community Engagement

a. Parent engagement

b. Fee collection

4.1 By the end of 2021, the number of parents completing the National School Opinion Survey (NSOS) will increase to 200.

4.2 By the end of 2021, the percentage of parents responding positively to the NSOS question “This school has a strong relationship with the local community” will have increased to 95% or above.

4.3 By the end of 2021, the collection rate of voluntary school contributions will increase to 50%.

HIGH PERFORMANCE – HIGH CARE: STRATEGIC PLAN FOR WA PUBLIC SCHOOLS 2016 – 2019 PRIORITIES

Success for all Students High Quality Teaching Effective Leadership Strong Governance & Support

BELMONT CITY COLLEGE PRIORITIES

Student Achievement

High Quality Teaching

Student Engagement

HOW WE DO THIS

Teaching practices across the college

reflect the belief that, all students

are capable of learning successfully

if motivated and given appropriate

learning opportunities and necessary

Professional learning at the college is

clearly linked to system and school

priorities and the improvement of

student outcomes

Student achievement and behaviour

data is used to differentiate

curriculum at an individual, group

and class level

Individual education plans are

developed for identified students

so they can be provided with extra

support in class to access the

NAPLAN data is compared to

Learning area grades and where

misalignments are evident further

analysis is undertaken by teachers

Provide a number of different

curriculum pathways, both in Years

7-10 and Years 11 and 12 to cater for

all academic abilities

Offer a number of Vocational &

Education Training courses for

students in senior school

Dedicated classes and programs to

improve student outcomes including:

» Literacy Extension,

» OLNA Prep,

» Homework Club,

» Ambassadors,

» Follow the Dream

Student work is assessed in a timely

manner and students are provided

with written feedback.

Belmont Instructional Model

operating in all classes:

» The Monroe board

» The gradual release model

» Goal setting and feedback

» Guided reading and writing

» Behaviour management

» Essential classroom practice

Learning Area Operational Plan

targets and strategies are linked to

whole school priorities

Learning area data analysis used to

inform learning area professional

learning, class groupings and case

A whole school approach to

classroom observation and peer

reflection linked to staff performance

development

AITSL teaching standards and

classroom practice continuum used

to inform performance development

and professional learning

Data including learning area

grades, standardised tests and PAT

testing is accessed and informs the

development of curriculum, teaching

& learning programs and pedagogy

Induction processes in place for all

new staff members

Mentoring and ongoing professional

learning provided to all graduate

Student surveys used by teachers as

a self-reflection tool

Ongoing professional learning

delivered to all staff by the college’s

literacy and numeracy teams.

The philosophies of the Positive

Behaviour in Schools Program

(PBS) are embedded into the

culture of the school

Behaviour support plans for

identified students

Attendance Improvement

Plan outlining clear school

processes for Improving student

Behaviour Management Policy

outlining clear structures and

processes for improving student

Whole school approach to the

delivery of STEM curriculum

Student Services support staff

are strategically allocated to

specific classes, groups and

individual students

Student wellbeing data

(attendance & behaviour) is

analysed by the student services

team and documented plans are

The Aboriginal Cultural

Standards Framework guides

the delivery of the intercultural

understanding general

capabilities curriculum.

Cultural celebrations including

Harmony and NAIDOC weeks.

Consolidation of the House

Implementation of our

Community Engagement Plan

Re-launching of our P&C

Newly designed college website

Regular promotion of college

news on Facebook

Belmont Network utilised to

promote BCC as school of choice

for all feeder primary schools

MoU with the University of

Western Australia provides

pathways to tertiary study for

students at Belmont

MoU with the City of Belmont

supports the college to run a

number of pastoral care and

academic programs

Continue to pursue a range

of partnerships with local

businesses/organisations to

strengthen opportunities and

outcomes for students

Continue to develop partnerships

with local businesses to provide

workplace learning opportunities

for students

Regular communication with

parents through SMS and

Continue to provide community

access to school facilities and

resources to support local

community organisations.

106 Fisher Street, Belmont, 6104 WAPhone: 08 9479 2200Fax: 08 9479 1996Email: [email protected]

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Every year the Jack C. Massey College of Business hosts a Shark Tank-style business plan competition for student entrepreneurs to compete for thousands of dollars in cash prizes. While there was no event this year, the competition continued in an online format for the 13 applicants, 10 finalists and four winners.

Students recorded their pitches and posted them online for the panel of judges to watch and for the community to view and vote for their favorite to win “People’s Choice Award.” All of the videos are on the Belmont entrepreneurship website at  https://www.belmontetp.com/businessplancompetition .

First place went to entrepreneurship and accounting major Katie Coens, who won $5,000 for her MatchnPlay venture, an online platform that accelerates the process of booking athletic facilities for sports players and teams.  

Coens said she is incredibly thankful to Belmont for having the opportunity to participate in the competition. “There are so many talented entrepreneurs and businesses involved in the competition, as well, many of whom have innovative and successful businesses ahead of them,” she said. “Since we won, we have begun interviewing software development agencies to help us create our product and hope to be launching sometime at the end of this summer. We are thankful for the gift from the program, and those funds will be going towards developmental costs.”

Second Place and $2,000 went to entrepreneurship and music business major Gade Raftery for his concert promotion business, Apogee Promotions. Third Place and the last cash prize of $1,000 was given to international business and management major Anas Saba for his successful startup, Nashville Hidden Gems Food Tours, which offers a curated international food experience down Nolensville Pike through the Air Bnb platform. These two businesses are already operational.

With 795 people voting, Ryan Sheldon earned the most votes and won the People’s Choice Award for his business Pints and Stems, which provides unique and individualized wine and craft beer pairing suggestions to millennials. Sheldon won a membership to the Nashville Entrepreneur Center, an Audible subscription, Entrepreneur Magazine subscription and a productivity clock.

The panel of 5 judges included:

• Morgan Dent, Manager, Market Building at Launch Tennessee
• Phil Shmerling, SVP at Studio Bank and Founder of InCrowd Capital
• Peter Smith, President + CEO of Golden Spiral Marketing
• Dan Hogan, Belmont Entrepreneur in Residence and Founder of Medalogix
• Arnie Malham, Belmont Entrepreneur in Residence and Founder of BetterBookClub.Com

Students were promised that, when it is safe to return to campus, there will be a photo shoot of them with their giant checks that are iconic to the competition.

Coens added that she is thankful to have had the opportunity to be a part of the nationally-ranked Entrepreneurship Program. “What I have enjoyed most about Belmont is the professors and advisors that have taken the time to get to know me, many of whom, don’t just look at you as a student, but as a person they want to help for years to come. In addition to the classes, I have been offered great programs such as: competitions, accelerators and events that pushed me outside of my comfort zone,” she said. “The thing I will miss most is working in the hatchery and getting to talk to so many like-minded individuals who want to collaborate and help each other succeed. As a graduating senior, my time at Belmont has been a blessing and a time of personal growth. Looking back to who I was before college and who I am now, Belmont was the catalyst of my growth as a person and entrepreneur.”

University Marketing and Communications 615-460-6650 [email protected]

From the Archives: Luxury on wheels

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The San Diego City Council approved a deal Monday to create a network of charging stations for electric vehicles. Playing off the car theme, From the Archives went looking for a suitable photo and found this one of a Pierce dealership in San Diego, circa 1929. The Pierce-Arrow car company existed from 1901 to 1938 and was known for its large, luxury, status-symbol cars.

The San Diego Union-Tribune historical photos are provided by the San Diego History Center. To browse additional materials visit https://collections.sandiegohistory.org/ .

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Local History

From the Archives: Nice catch

From the Archives heads down south today for this picture of what was identified as Imperial Beach farmers with a catch of albacore in I.B.

May 8, 2024

From the Archives: Rancho Santa Fe designer

From the Archives travels to Rancho Santa Fe for this picture of famed architect Lilian Rice looking out at Rancho Santa Fe, circa 1926.

April 30, 2024

From the Archives: Spirit above Belmont

U-T staff writer Lori Weisberg wrote in last Sunday’s Business section about big plans to update the nearly 100-year-old Belmont Park in Mission Bay.

April 23, 2024

A different kind of traffic

Cars didn’t seem to be an issue in National City around the turn of the 20th century.

April 18, 2024

Flower explosion

With the above-average rainfall this year, followed by the recent sun and higher temperatures, flowers and plants are popping all over the county.

April 12, 2024

From the Archives: Quonset development

From the Archives travels today up to North County for this shot of the Camp Pendleton barracks in 1951 against the backdrop of Southern California coastal hills.

April 8, 2024

Career Tools

Reporting of Absences

School Dates & Times

College Uniform

Online Learning Support

At Belmont City College, we have high expectations of our students and staff, who embrace our ethos – to demonstrate pride in themselves, their school and their community.

College features.

Twilight Music Festival

Congratulations to all Music teachers and their students on a successful series of performances within Belmont City College and across…

Upcoming Events

• May 17 Junior Fusion Band Practise
• May 21 Senior Concert Band Practise
• May 22 Percussion Ensemble Practise
• May 22 Junior Band Practise
• May 23 Vocal Ensemble Practise

Inspired Learners

A plus academic excellence program, follow the dream program, stem - science engineering program, music excellence program, deaf education program, specialist contemporary drama program.

We acknowledge and respect the Noongar Whadjuk people, the traditional custodians of the boodja (land) on which we work and live.

We recognise their continuing connection to the boodja and bilya (rivers), and pay our respects to their Elders past, present and emerging.

Phone: 08 9473 9800

Email: [email protected]

8:00am to 4:00pm

Monday to Friday during the school term

Belmont City College

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• May 15, 2024   •   25:48 The Possible Collapse of the U.S. Home Insurance System
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The Possible Collapse of the U.S. Home Insurance System

A times investigation found climate change may now be a concern for every homeowner in the country..

Hosted by Sabrina Tavernise

Featuring Christopher Flavelle

Produced by Nina Feldman ,  Shannon M. Lin and Jessica Cheung

Edited by MJ Davis Lin

With Michael Benoist

Original music by Dan Powell ,  Marion Lozano and Rowan Niemisto

Engineered by Alyssa Moxley

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

Across the United States, more frequent extreme weather is starting to cause the home insurance market to buckle, even for those who have paid their premiums dutifully year after year.

Christopher Flavelle, a climate reporter, discusses a Times investigation into one of the most consequential effects of the changes.

On today’s episode

Christopher Flavelle , a climate change reporter for The New York Times.

Background reading

As American insurers bleed cash from climate shocks , homeowners lose.

See how the home insurance crunch affects the market in each state .

Here are four takeaways from The Times’s investigation.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

Christopher Flavelle contributed reporting.

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Christopher Flavelle is a Times reporter who writes about how the United States is trying to adapt to the effects of climate change. More about Christopher Flavelle

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Belmont College to offer HVAC/R Classes to the Community

St. Clairsville, OH (May 7, 2024) – Belmont College is pleased to announce that they will now be offering Heating Ventilation Air Conditioning and Refrigeration (HVAC/R) classes through their Workforce Development and Community Education Department.

The EPA 608 class will run May 23 and 24, 2024 from 8:00am to 4:00pm. The class is to help prepare students for the EPA Refrigerant Handling License. The class will be offered at Belmont’s Main Campus. The cost of the course is $160 and includes the class, study guide, lunches, and the certification exam. The exam will be administered on campus at the Student Success Center. Results are immediate. This class and exam are approved and sanctioned by HVAC Excellence and the ESCO Group.

Additionally, the System Recovery and Evacuation class will run May 21, 2024, from 8:00am to 4:00pm. This class will be held at Belmont’s Mechanical Technical Center (MTC) located at 68633 Bannock Rd., St. Clairsville. This class will cover an instructional and hands-on approach for legally and successfully recovering refrigerant, the evacuation process, proper tool use, safety and finally certification. The cost of the class is $99 and includes the class, a study guide, lab demonstrations and hands on lab, lunch, and the exam. The exam will be administered on campus in the Student Success Center. Passing the exam provides an Employment Ready Credential from HVAC Excellence and the Esco Group.

Teaching the classes will be Shan Kelley. He is an alumnus of Belmont College and has worked in the commercial field of HVAC as a journeyman. Kelley will provide instruction training and credentialing in many areas of the HVAC/R industry, including plumbing and electrical, in the forms of certification and credentialing as provided from HVAC Excellence and the Esco group.

For more information, contact Shan Kelley at  [email protected]  or call (740)699-3869.