Howell High School at the Parker Campus

1. Howell High School at the Parker Campus Lunch Break Informational Series

2. Redefining the American High School - The Facts American high schools were not designed to prepare all of our young people to be successful citizens in today�s challenging world. Because of today�s demanding job market, some kind of education after high school is vital�whether it�s a four-year college, community college, technical school, or a formal apprenticeship. Yet most students leave high school without the necessary skills for college or a living wage job. A Flex Schedule Allows for a Rigorous and Relevant Course Content, within the context of a professional learning community with a strong relationship emphasis, as part of an overall model of High School Redesign.

3. Organizational Structures That Alienate Rather Than Support Students Preparing students of varying abilities for jobs in an industrial economy required comprehensive high schools to organize in ways that allow them to offer many different courses. High schools thus have a strong incentive to consolidate, so that their combined enrollments can support more course offerings. Schools too often wall off students from the rest of the world. In the comprehensive high school, the demands of a traditional day make it difficult for students to have opportunities to participate in community based learning experiences such as service learning and deprive the school of access to community resources. Departmentalization and fragmentation fostered by the comprehensive high school model make it difficult for teachers to monitor students� overall academic progress or collaborate across the curriculum on strategies to enrich learning experiences, address problems, or accommodate different learning styles.

4. Flex Scheduling Allows Time and Opportunity for Embedded Transitions for All Students 9th Grade students develop academically and socially through scheduling options in a �teamed� format building upon a �9th Grade Academy� concept. 10th Grade students scheduled through expanding on schedule commonalities (clustering) maximizing student engagement through relationship building. 11th Grade students collegiate model schedule allows for LCC full-time enrollment and relationship building capabilities through enrollment area scheduling. 12th Grade students can take advantage of the �5 + 1� opportunity provided for with the Senior Capstone offering allowing for post high school transitions to the world of work and college.

5. What if I learn better in a hands-on contextual learning environment? The Career Technical Education Hands On Learning Environment will offer hands-on contextual learning in courses involving Culinary Arts, Manufacturing Cluster, Manufacturing Internship, CAD, Power and Energy. Core Classes (math, science, social studies, and language arts) will be taught within the career interest that you are involved in so that you can learn more effectively through course content relevance. The Career Technical Education Hands On Learning Environment will offer a smaller learning environment with teams of teachers dedicated to serving your content and career interests.

6. What if I learn better in a hands-on contextual learning environment?

7. �9th Grade Academy� Concept All 9th Grade students are scheduled in teams that develop collaborative relationships that allow for maximum student engagement leading to increased student achievement. Each team of 9th Grade students are matched with a team of caring adults that provide for guidance and support both academically and socially as students mature from middle school to high school. Social and Academic supports are more effectively provided for students in needed through the creation of smaller learning communities established by the �9th Grade Academy� concept. All 9th Grade students are �Housed� in a �sheltered� area allowing for smooth transitions into the high school environment while also allowing for growth by limited and controlled exposure to upper classmen through course offerings and common facility areas.

8. 10th Grade Clustering Model All 10th Grade students are �clustered� together based on common core class selections which fosters relationship building opportunities leading to increased student achievement. All 10th Grade students travel together in identified �clusters� to four core classes allowing for consistency in classroom environments allowing for increased focus and time on task for all students. Multi-Disciplinary Teams of teachers are identified and work with specific �clusters� of students maximizing student achievement through collaboration on student learning styles in addition to content delivery methodology. Parents become more effective partners in student academic achievement through communication with a team of teachers as opposed to individual teachers.

9. 11th Grade Collegiate Model Students entering the 11th Grade have the opportunity to schedule courses in 110 minute segments of time, allowing for a 5 day per two week schedule, making full time collegiate course offerings a possibility without sacrificing other opportunities (Sports, Clubs, and/or Fine Arts). 11th Grade students can schedule courses on a M/W & every other F or a T/Th & every other F format for all 6 courses which allows for alternate days to utilized for LCC Partnership Courses offered on Campus. Over the span of two years, students can complete an Associates Degree while competing the course requirements for a high school diploma. Upon graduation, students can leave HHS with a HS diploma and an Associates Degree.

10. What are the Benefits of Taking High School Classes and College Courses Simultaneously? Without increasing daily commitments, over the span of two years, students can complete an Associates Degree as they earn a HS diploma. Entering a 4-year institution with an Associates Degree allows for extensive cost savings on tuition, room & board, and allows for reduced loans making a Bachelor�s Degree much more attainable and accessible to all students. Students take courses on an alternate day format, with the same instructional minutes as a traditional schedule, and utilize the �off days� to take daytime college courses offered on campus through the LCC partnership. No extra travel is required; no extra days are required; no HS opportunities are reduced as a result of full time college status while still in HS.

11. What Does an LCC & HHS Blended Schedule Look Like?

12. Week Two of the Blended Schedule�

13. Cost Savings of LCC during 11th & 12th Grade years vs. MSU during 2 years beyond HS LCC requires 60 credits to earn Associates Degree. LCC total estimated cost for a 2 year Associates Degree is $5000 (pending voter approval) which includes tuition and fees (no book charges included). By attending LCC, students can earn a Bachelor�s Degree at MSU in two years and incur $35,582 in expenses. MSU requires similar to 60 credits to earn Junior Status in a 4-year degree program (Bachelor�s Degree). Total cost to attend MSU for 2 years including Tuition, Fees, and Room & Board is $27,582. By not attending LCC, students take 4 years to earn a Bachelor�s Degree and incur $55,164 in expenses.

14. If $22,582 of Savings is not enough incentive, then� Consider the financial aspect of entering the work force with a degree two years earlier than your competition equal $90,000 more money based on the average annual income of a 1st and 2nd year wage earner with a Bachelor�s degree. Over the span of a career, starting two years earlier equals earnings of more that $255,000 more. Or consider the option of retiring two years earlier as a result of the early start.

15. If $22,582 of Savings is not enough incentive, then� Consider the retirement options of being able to invest the savings created by LCC attendance of $22,582 at age 20; equaling $295,707 upon retirement.

16. Sample Student Schedule Selecting Hybrid Format

17. Week Two Hybrid Format�

18. Sample Student Schedule Selecting An Alternate Day Format

19. Week Two of Alternate Day Format

20. Realistic Methods to Create Alternate Day Schedule� By electing to select courses in non-traditional instructional periods, students can reduce weekly course loads in the 1st or 2nd semester. Students interested in attending school in an alternate day format, while also participating in fine arts/athletics, must reduce daily commitments through non-traditional scheduling choices in order to meet state mandate minute requirements

21. Realistic Methods to Create Alternate Day Schedule�

22. Summer, Bi-Weekly Evening, Weekend, and Vacation Class Offerings

23. Non-Traditional Course Sessions

24. Senior Capstone �5 + 1� As a senior, if qualified, you can take Senior Capstone which will allow you to invest time in job shadowing, career interest research, and hands on learning for credit in a career of your choosing. Course Description: Senior Capstone is offered only to Howell High School Seniors who are on track to graduate based on credits earned and have passed the Michigan Merit Exam as determined by earning a 1 or a 2 score in the required core curriculum areas. The course is designed to offer students Service Learning, Project-Based Learning, Work-Based Learning, and Career Learning opportunities in a relevant contextual format.

25. Tell me more about Senior Capstone! Each student will be required to complete the following in order to earn 1 Credit: With guidance of a mentor staff member, complete 1 Senior Project that reflects mastery in content standards for math, science, language arts, and social studies. The project must be pre-approved and meet the requirements of the Senior Project Rubric for credit to be awarded. 2 Scheduled Job Shadowing Experiences at either the Student�s Guardian�s Place of Employment, with a Howell Public Schools Employee, or a HHS Administratively Approved, Mutually agreed upon, and parent approved location.

26. Tell me more about Senior Capstone! (Continued) Each student will be required to complete the following in order to earn 1 Credit: 2 Scheduled Career Orientated Post-High School Educational Institution site/orientation visit. Independently complete weekly online career exploration and senior project research at a time and location determined by the learner. Attend 4 mandatory senior class meetings at a time and date to be determined. Mentor/Tutor at the Elementary and Middle School Level.

27. Transitions Leading to Increased Student Achievement Senior Capstone (12th Grade to Post High School Career & Training). Collegiate Model Schedule (11th Grade Simultaneous LCC & High School Enrollment Leading to Degree Completion). 10th Grade Clustering Model (Providing Academic and Social Supports to Increase Relationships, Rigor, and Relevance). 9th Grade Academy Concept (8th Grade to 9th Grade Transition).

28. Additional Transitions Leading to Increased Student Achievement Transition to Post High School Educational Opportunities Transition to a Two High School District P-16 Transition Development

29. 11th & 12th Grade Collegiate Schedule Format Students attend courses that meet either M/W & every other F or T/Th & every other F. Students attend class 5 days over a 2 week duration. These courses are 110 minutes in length for a total 550 minutes over a 2 week period (same amount of instructional as a traditional schedule of 55 minute M-F class over a 2 week duration). 110 minute classes allow for improved instruction, are similar to college format classes, and allow for increase rigor in homework offerings and provide expanded contextual learning opportunities by increase lab time.

30. �2 X 55 Does Not Equal 1 X 110� 55 minute courses lose 5 minutes daily for attendance. 55 minute courses lose 5 minutes daily for closure (student shut down). Over a semester, 55 minute course only utilize 4050 minutes of the available 4950. 110 minute courses lose 5 minutes for daily instruction but only meet 5 times per two weeks (25 minutes compared to 50 minutes every two weeks lost). 110 minute courses lose 5 minutes daily for closure (25 minutes compared to 50 minutes every two weeks lost). Over a semester, 110 minute courses utilize 4500 minutes of the available 4950 or have an increase of over 8 extra 55 minute classes (450 more minutes of instruction).

31. �2 X 55 Does Not Equal 1 X 110� Currently, HHS students are exposed to similar formats in double blocked classes. The result of a 110 minute schedule offering gains 8 days of instruction.

32. Collegiate Model Scheduling for 11th & 12th Grade Students

33. These Changes Raise Concerns�(Flexible Schedule) Student Safety Instructional Issues Non-Student Access to School

34. How Will Safety Concerns Be Addressed? Proactive Student Support Organizations Network of Support Community Partnerships Shared Leadership Structural Design of Parker High School as School of the Future

35. Proactive Student Support Organizations Student Council Leadership Class Peer Mentorship Program Student Relationship Advisory Program Peer Mediation Program Town Hall Student Meetings

36. Network of Support Family Sector Support Law Enforcement Involvement Emergency Medical Services Support District Leadership Involvement Faith Sector Partnerships Municipal Government Support Mental Health Support Business Sector Involvement

37. Structural Design of Parker High School as School of the Future Secured Entrances at 4 points of building Secured parking and campus access Structural Barriers limit non-authorized access to student populations Lines of Sight limit unauthorized access Defined student instructional areas with limited access points Video Surveillance Property Location

38. Other Safety Concerns� Open Campus Community College Students Partnership Customers 7AM to 10 PM Flexible School Day (Open Campus) must enter and exit at a specific location supervised by HPS security. (Comm. Coll. Students) have a defined area of instruction that is physically separate from the 10th-12th Grade Student Population. Common Resource Areas (Cafeteria & Media Center) are supervised by HPS security during hours of operation. (Partnership Customers) do not have access to the student learning areas of the building at anytime. (7AM to 10PM Flex Day) will not reduce staffing to student ratios for supervision; staffing is based on student counts during windows of time.

39. Transition to Post High School Educational Opportunities Students exposed to extended class periods and alternate day formats ease the transition to similar formats in post high school educational environments. Staff can expose students to an elevated level of rigorous and relevant curriculum and provide for alternative assessment opportunities by utilizing a flexible format within the 110 minute course offering. Students can benefit from more time available between classes to expand knowledge in specific content areas and collaborate with other students or utilize academic resource centers.

40. Transition to a Two High School District The Collegiate Model Format is Capable of developing relationships among students who will be attending Parker or Howell High in the years to come by scheduling PHS students on even days and HHS on odd days. Staff can be better acclimated to multiple course offerings by identifying and developing staff to meet the academic needs of two separate high school student populations within the same school setting until the actual separation occurs through the creation of smaller learning communities. The 10th Grade Clustering model is Capable of distinguishing student enrollment areas when establishing clusters of students thus creating opportunities for students and staff to develop relationships and a sense of community that will last through the eventual separation to two high schools.

41. P-16 Transition Development Students can utilize non-class time made available through Flex Scheduling to provide mentorship and tutorials to middle school and elementary level students. Senior Capstone exposes our �Best and Brightest� to elementary students to assist in literacy development and to middle school students in need of assistance in numeracy development. Students can accelerate learning through the Flex Schedule allowing for more exposure to 2 year and 4 year Instructional Environments; as well as extensive exposure to career programs through internships, job shadowing, and culminating senior projects that provide perspective and experiences to students in post high school interview opportunities.

42. What Can Howell Public Schools Do To Help Provide a More Effective High School Program for Students? Relevance through Expanded Context Learning Opportunities and Student Incentives. Redefined the Who and the What a �Teacher� Is. Implement Smaller Learning Community Structures. Expand Career Technology Education Opportunities. Develop Partnerships with Community Organizations. Utilize a Flexible Course Scheduling Allowing for �Time Shifts�. Align Rigorous & Relevant Curriculum Focused on Literacy and Numeracy. Data Derived from Common Assessments Should Drive Instruction (Differentiated Instruction). Teacher Leadership (Urbanski Model) & PLC�s. Utilize Technology Resources for Credit (Online).

43. A System of Shared Leadership is the Key to Maximizing Student Achievement

44. Roles of the Leadership Team High School Administrative Team Ensures Board Policy Compliance and Progress of Vision. High School Futures Committee Maintains Flow of Innovation. Departmental Points of Contact and Staff Meeting Leaders Allow for Flow of Information within Departments and by Planning Period Collaboration Teams. Higher Ground Leadership Discussion Group Allows for Staff Directed Professional Development. HHS Internal Transitions Committee Infuses Students, Parents, and Community Members into the Decision Processes.

45. Networked Multi-Dimensional Flow of Communication is Essential Staff Can Initiate Communication Through Departmental Collaboration. Staff Can Initiate Communication Through Collaborative Planning Period PLC�s. Staff Can Initiate Communication Through the Futures Committee or the Higher Ground Leadership Team. Parents and Students Can Initiate Communication Through the HHS Internal Transition Committee.

46. 12 Responsibilities and Actions of the Leadership Team Resources Intellectual Stimulation Focus Change Agent Order Involvement in Curriculum, Instruction, and Assessment Knowledge of Curriculum, Instruction, and Assessments Contingent Rewards Discipline Flexibility Outreach Monitoring/Evaluation

47. Where Can I Find More Information? http://www.kwfdn.org/high_schools/ohsti/ http://www.smallschoolsproject.org/ http://www.goodsmallschools.org/ http://www.gatesfoundation.org/Education/ResearchAndEvaluation/Research/default.htm http://www.nwrel.org/ http://www.sedl.org/ http://www.wested.org/cs/we/print/docs/we/home.htm

48. If you have further questions, please contact: William Smith, Principal Howell High School 1200 W. Grand River Howell, MI 48843 (517) 548-6206 (517) 545-1496 smithw@howellschools.com