I. Executive Summary€¦ · mission of Communities is Schools is to champion the connection of...
Transcript of I. Executive Summary€¦ · mission of Communities is Schools is to champion the connection of...
I. Executive Summary
Wisconsin Community Services seeks to establish a charter school to be called Milwaukee Excel
High School Formally known as Excel Charter High School. WCS has a 96 year history of
providing quality services to disenfranchised individuals. All programs under the direction and
oversight of WCS are designed to support the mission of advocating for justice and community
safety, providing innovative opportunities for individuals to overcome adversity.
In 1986, WCS started Project Excel, Milwaukee County’s first day treatment program. Project
Excel is collaboration between WCS, MPS, and Milwaukee County Department of Health and
Human Services. For over 20 years Project Excel has been delivering services to youth and
families in an effort to keep families intact and avoid out-of-home placements. In 2007-2008,
Project Excel was approached by MPS to provide Creative Option Seats, an alternative to
expulsion. Project Excel was also chosen as one of the district’s primary sites for GED Option II
programming, which supports students, age 17 years of age or older, who are at least one year
behind their graduating class, to gain a high school diploma through an accelerated curriculum.
Based on the success of WCS Project Excel Day Treatment Program, in which students can only
be enrolled for one year, our students, parents, and stakeholders have indicated a desire for the
development of a charter school. Implementing a charter school will allow current and
prospective students an efficient transition into an educational program that will prepare them for
post high school activities such as: employment, vocational education, vocational training,
technical programs, or college. Additionally, it will serve as a resource to the broader community
as an educational placement for youth facing similar challenges.
Milwaukee Excel High School (MEHS) will offer students, grades 9-12 an alternative academic
program that promote supportive, personalized learning in a real-world context. Our student
outcomes entail purposeful learning where students will develop the appropriate skills to become:
self-directed learners, collaborative workers, complex thinkers, quality producers, and
community contributors. The vocational and project-based educational program, embedded
within the Positive Behavior Interventions and Support (PBIS) structure, will expose students to
learning as a means to transformation.
The educational philosophy of MEHS espouses a highly supportive learning environment that
enables all students to access learning through successful relationships, creative inquiry, and
connectedness through their personal identities. Given this philosophical approach, the learning
experiences will be divided into four distinct themes throughout the school year: individual
exploration, family exploration, community exploration, and global exploration. The core
instructional strategies utilized for these themes will be those associated with the project-based
learning model. During each exploration module, the teachers will provide students with
instruction and project options that align with the designated theme. Additionally, school-wide
events and support services will be aligned with the themes, providing continuity throughout the
entire school community. For example, during the Individual Exploration Theme, the art therapist
might guide the students through designing vision boards.
Our vocational focus will be divided into two distinct developmental phases: Division 1, Core
Prep Phase and Division 2, Vocational Exploration Phase, During the Core Prep Phase, the 9th
and 10th grade students will focus on learning that promotes skills development and performance
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in mathematics, social studies, science, and language arts. This performance demonstration
includes successful passage of the WKCE or other standardized test, a cumulative portfolio, and
performance assessments that show the student’s ability to work independently and in
collaborative groups. Upon successful completion of the Core Prep phase, the 11th and 12
th
graders will enter the Vocational/ Career Exploration Phase and declare an area of interest.
Learning from a curriculum that is focused on education “outside of the school walls”, we
envision providing students with multiple settings and focus areas for exploration. For example, a
student who declares an interest in culinary arts might attend a class at Milwaukee Area
Technical College and/or be paired with restaurateur. Where the preparatory phase for 9th and 10
th
graders will focus on capacity and skill building, the exploratory phase will focus on practical
experiences, social maturity, critical thinking, and responsibility.
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II. Milwaukee Excel High School Charter School Proposal
1. A description of the charter school concept including the vision, mission and rational for
charter status with research supporting the concept.
Milwaukee Excel High School (MEHS) will be a program operating under the umbrella of
Wisconsin Community Services, Inc. (WCS), a non-profit 501(c)3 community based organization
that has a 96-year history of providing quality services to disenfranchised individuals. MEHS will
be led by Educational Leader, Nicole Johnson and under Wisconsin State Statue 118.40, operate
as a charter school and offer services in the city of Milwaukee serving high school students in
grades 9th through 12
th .
WCS- MEHS is designed to target youth who do not see a link between their education and their
future, who do not have a positive orientation or even a concept of a future free of criminal
involvements, violence, and/or alcohol and drug use. Following the Communities in School
(CIS) model, MEHS will have a multi-pronged approach for engaging the students and families
through treatment oriented services, research based instruction, and a strong vocational focus
actualized through the structure of Positive Behavior Interventions and Supports.
The Communities in Schools model creates “a safety net” that delivers five basic guarantees that
are necessary for children to stay in school and prepare for life: A one-on-one caring relationship with a caring adult
A safe place to learn and grow
A healthy start toward a healthy future
A marketable skill to use upon graduation
A chance to give back to peers and community
The structure of Positive Behavior Interventions and Supports (PBIS) gives needed attention
focused on creating and sustaining primary (universal), secondary (focused), and tertiary
(targeted) systems of support that improve lifestyle results (personal, health, social, family, work,
recreation) for all children and youth by making problem behavior less effective, efficient, and
relevant, and desired behavior more functional. By blending CIS with PBIS, students at MEHS
will get quality programming with a strong network of support to ensure success during and after
high school.
Vision of Milwaukee Excel High School
Milwaukee Excel High School will serve as a fulcrum of collaboration for Milwaukee area youth,
families, community based, city, county and state youth serving organizations to address the
educational needs of high schooled aged youth including those involved or at risk of involvement
in alcohol and drug use, the criminal justice system and or gangs.
Mission of Milwaukee Excel High School:
Milwaukee Excel High School rejuvenates disenfranchised youth through effective and
supportive programming empowering them to invest in their education, career goals, family, and
community.
Our mission coincides with the mission of Communities in Schools (CIS) which reads: The
mission of Communities is Schools is to champion the connection of needed community
resources with schools to help young people successfully learn, stay in school, and prepare for
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life. By bringing caring adults into schools to address children’s unmet needs, CIS provides the
link between educators and the community. The result: teachers are free to teach, and the students
many in jeopardy of dropping out – have the opportunity to focus on learning.
As an agency, WCS is uniquely suited to mount such an undertaking due to the variety and
breadth of partnerships that the agency enjoys with community-based, city, county, and state
organizations serving the target population. While Project Excel Day Treatment Program has 20
years of experience serving this population’s educational and vocational skills development needs
speaks strength, the structure of the program denies the capacity for youth to be served beyond a
single school year. As previously noted, Project Excel cannot, through any of its existing
partnerships, create the capacity to build a school with the scope necessary to address the
multitude of issues over the span of a youth’s secondary education and achieve the vision of unity
of purpose. In fact, such a model would run contrary to laws governing charter schools.
During the 2006 – 2007 school year, a youth voluntarily extended his probation to maintain his
enrollment at Project Excel, the probation officer supported it, and the Milwaukee County
Children’s Court signed off on it. When asked why he would voluntarily extend his probation to
remain at Project Excel – the youth indicated a positive connection to staff, a feeling of
belonging, and appreciation for the school atmosphere. When the probation officer was queried,
he stated that it was the first school the youth had attended with any degree of regularity. Staff
began to notice similar responses from other youth who had previously been unproductive,
disconnected, and un-invested in their schooling. This began a line of thought of program
leadership and staff to determine how to best continue our capacity to serve the youth that are
placed in our program. We recognized that youth entering the program over the course of a
school year would develop positive bonds with the staff, show improvements in attendance and in
performance. Parents indicated that there was a noticeable improvement in their youth’s
educational investment. Program outcomes showed substantial growth as well. Contrarily,
youth exiting the program were returning to the very settings where they had previously failed.
Dialogue with partners, research, and concept development ensued.
2. Person(s) seeking to establish the charter
Our applicant team is comprised of the following individuals: Clarence Johnson, Nicole Johnson,
Gayle Peay, and Jane Glodoski. The Milwaukee Excel High School Team has been engaged in
strategic planning for MEHS for over two years and proposes opening for the 2011 -2012 school
year.
3. Person who will be in charge of the charter school
MEHS will be administrator led non-instrumentality school with Clarence Johnson as the school
leader. WCS will handle administrative services.
4. A description of how the community wishes to assume more responsibility/support for
leadership in the educational process.
In efforts to engage the community in assuming more responsibility and support for leadership in
the educational process, The Milwaukee Excel High School development committee held weekly
meetings inviting a range of guests from the local community. Additional meetings were held
informally throughout the planning process. When meeting with individuals and groups, the
school’s model was expressed, feedback sought, and dialogue held. The individuals that
assessed MEHS and its model were:
Eric Meaux, Division Administrator, Milwaukee County Department of Health and Human
Services, Delinquency and Court Services Division
Bruce Kamradt, Director of Milwaukee Wraparound
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Dr. Luis Baez, WCS Board Member and Executive Director of Council for the Spanish
Speaking
Janell Lathrop, Education Coordinator, Wisconsin Department of Corrections
Division of Juvenile Corrections
Milika Miller WRTP/BIG STEP Department of Programs and Contracts
Ossie C. Kendricks, Jr. Manger of City of Milwaukee Administration Business Operations
Division, Emerging Business Enterprise
Current Project Excel students and parents
All persons who viewed the model identified that there was sufficient need for a school like
MEHS and positively reinforced the school’s model. In addition to facilitating informational
meetings with community leaders, we recently held an open house/informational event that
displayed projects and artwork created by the students of Project Day Treatment Program.
Students, parents, current community partners, and potential partners were invited and were given
a brief presentation on the proposed goals of Milwaukee Excel High School.
Wisconsin Community Services, Inc. is currently developing a direct referral linkage to MATC
(Milwaukee Area Technical College). It is anticipated that this burgeoning relationship will be
more fully developed when MEHS opens.
Also pre-existing relationships with local area colleges and universities through WCS’ internship
programs will be more fully developed to assist with the enhancement of MEHS. These existing
relationships include University of Wisconsin-Milwaukee, Marquette University, Alverno
College, and Bryant & Stratton College.
Project Excel has utilized the services of MTEC (Milwaukee Teachers Education Center) for
teacher, administrative, and staff coaching as well as program development and enhancements.
This solid relationship will also be leveraged in MEHS operations.
5. A description of the educational program of the school and the school’s leadership
capacity to implement the proposed program.
Initially Milwaukee Excel High School will seek to enroll 50 students, grades 9-12 and increase
by 50 until total enrollment reaches 125 students. Milwaukee Excel High School will adopt a
year-round academic schedule. This schedule will allow for credit recovery and extended time for
teacher training and professional development. We view the year-round schedule as a means to
increasing attendance and graduation rates because teacher and student stress are relieved by
regular breaks throughout the year; vacation time can be used more creatively; and the curriculum
can creatively incorporate seasonal learning themes (See Appendix A).
Our curriculum framework is intended to provide repeated opportunities for developmental
appropriate and meaningful exposure, experiences, and interaction with skills and concepts. Thus
is our reason for infusing project-based learning into our educational program. MEHS students’
who performed below their anticipated targets will be provided with additional
interventions/educational support to strengthen any area of deficiency. Credit Recovery is
available for students who are at risk of not graduating on time. Credit Recovery courses will be
offered in one or a combination of the following instructional formats: Online Course On Line
Instruction through Edgenuity (E2020), Project Based Learning (PBL) Student led Project(s). –
Independent study. The progress of the student’s PBL will be monitored by their
Advisory/Teacher. The student(s) must present their final product to a panel consisting of: the
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Advisory/ Teacher, an MEHS Administrator, a MEHS Student (Current or Alumni) and a
Community Member, utilizing a pre-developed Rubric that’s aligned to the Wisconsin State
Common Core Standard(s)
Infused Project Based Learning (Teacher/ Advisor Led Project(s) – PBL infused with
traditional classroom instruction
Student(s) will be required to attend a specific amount of time in a MEHS “traditional” classroom
setting and must demonstrate a level of proficiency in that course before the project process
begins.
GED OPTION II Program is dropout prevention initiative to assist students with successfully
graduate and continue on with post-secondary opportunities
Criteria:
The Outcomes for the MEHS GED OPTION II Programs are as follows:
1. MEHS will demonstrate average to above average value-added growth.
2. MEHS shall graduate 80% or more of the students enrolled in the GED Option II
program within one year after the student’s enrollment date.
3. MEHS shall achieve an average daily pupil attendance rate of at least 90% for the pupils
in the GED Option II Program.
(See Appendix L) MEHS has developed specific learner outcomes based upon published best
practices for small, personalized high schools.
Outcome 1- A Self- Directed Learner
Sets priorities and achievable goals
Monitors and evaluates progress
Creates options for self
Assumes responsibility for actions
Creates a positive vision for self
Outcome 2- A Collaborative Worker
Monitors own behavior as a group member
Assesses and manages group functioning
Demonstrates interactive communications
Demonstrates consideration for individual differences
Outcome 3- A Complex Thinker
Uses a wide variety of strategies for managing complex issues
Selects strategies appropriate to the resolution of complex issues and applies strategies with
accuracy and thoroughness
Accesses and uses topic-relevant knowledge
Outcome 4- A Quality Producer
Creates products that achieve their purpose
Creates products appropriate to their intended audience
Creates products that reflect craftsmanship
Uses appropriate resources/technology
Outcome 5- A Community Contributor
Demonstrates knowledge about his/her diverse community
Takes action
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Reflects on role as a community contributor
Course of Study
The course of study at MEHS will be divided into two distinct divisions. Division 1: Core Prep
is the 9th and 10
th graders, Division 2: Vocational Phase is the 11
th and 12
th and the GED
OPTION II Program Students.
At the end of 10th grade students will have completed the Core Prep Phase, which focuses on
skills development and performance in mathematics, social studies, science, and language arts.
At 11th grade students will declare a career interest or major. That major will be selected from
options such as university study, employment, vocational, technical studies, or business, arts and
entertainment. Graduates will leave invested in their communities and with a marketable skill,
ready to pursue the future they have planned for and worked toward during their four years at
Milwaukee Excel High School.
Division 1: Core Prep Phase
The program for the 9th and 10
th graders is formulated to accomplish several key outcomes:
Successful passage of WKCE or equivalent standardized test.
Performance attainment in core area coursework. This is obtained by achieving a final
grade of “C” or better in each course
Demonstration of our learner outcomes. Through knowledge and implementation.
Demonstration of efficient and effective collaboration. Through observations and feedback
from staff, students and community partners.
Successful completion and review of their portfolio (annually)
Division 2: Vocational Phase
The program for the 11th and 12
th graders is formulated to accomplish the additional key
outcomes:
Demonstration of participation in a service learning project
Performance attainment in vocational/career focus
Successful completion of graduation standards
Demonstration of job readiness skills
Successful completion and review of their portfolio
Successful passage of SAT or TABE test
*A crucial component of our school program is the Coordinated Educational Plan (CEP). This
coordination plan is the blueprint that identifies goals, measures of success and supports each
student needs in order to reach the educational standards required by the State of Wisconsin.
Upon enrollment, students will meet with a teacher advisor to create their CEP and will review it
after each grading period.
Coursework will meet state and District requirements and will provide the necessary skill sets to
students as it matches to their Coordinated Educational Plan and declared major.
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Milwaukee Excel High School
Graduation Requirements
English:
4 credits –
Mathematics:
3 credits
This includes courses at or above Algebra
1
Science:
3 credits
This includes courses content and laboratory
studies in the physical, biological and
chemical sciences
Social Studies:
3 credits U. S History 1.0
World History, World Geography or World Studies Urban Citizenship (Grade 9 or 10)
U
Physical Education/Health:
1.5 credits Physical Education
.5 credits Health
Fine Art
1.0
One of the .5 credit options
Online Course
Community Service Experience
Service Learning Project
Electives
5.5 Credits
In addition to our academic program focus, we will have an extensive support services
component. Our support services include: youth mentors, case managers, ATODA services, and
service providers
Vocational and Post –Secondary Preparation Assistance
o Employability Skills/ Job Retention Workshops and onsite coaching.
o Resume Writing and Soft Skills Development Courses
Supportive Services (For Students)
o Driver Education
o AODA Group and Individual Counseling
o Youth Mentoring
o Anger Management/ Anger Replacement Therapy
o Gang Prevention and Intervention
6. Methods the school will use to enable pupils to attain educational goals under s.118.01
Effective instruction for students identified as at -risk must have particular attention paid to the
physical and social-emotional challenges these students often face (Friend & Bursuck, Including
Students with Special Needs 2006). The authors outline these four goals with indicators for each:
1. Set high but realistic expectations
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o Structured learning environments
o Systematic instruction in basic skill areas
o Strategies for learning independence
o Flexible groupings
2. Establish peers as teaching partners
o Collaborative Learning
o Cooperative Learning
3. Collaborate with other professionals
o Increased problem-solving capability
o Coordinated efforts
4. Support family and community involvement
o Community resources
o Family and Community members represented on Leadership Board
The educational program, which is embedded within the Positive Behavior Interventions and
Support (PBIS) model, will have an approach for engaging the students, responding to their
needs, and offering various types of supports. Positive Behavior Intervention & Support (PBIS)
defines the structure of the teaching and learning at MEHS – academically, socially, and
behaviorally. From Maslow, to Driekurs, to Glasser and others, a strong, healthy school
community is driven by basic needs and is essential to the success and well being of students. We
have established a proven set of practices over time with some of the most disenfranchised youth
in the city of Milwaukee. We have seen students making positive decisions and turning good
choices into valued outcomes. By taking what we know works every day and matching it to
research based practices in instruction and socio-emotional development we can only experience
more and more success stories from our students. Our capacity to support our educational
program will be evident our criteria for the selection of consultants, teachers and support staff
who will consist of youth mentors, social workers, counselors, an art therapist and special
education teachers. In addition to the accountability measures and expectations which will be
spelled out by both the charter authorizer and the charter school board of directors, MEHS will
develop and review an educational plan to be used to guide the school through a continuous
improvement process.
7. Methods by which pupils progress in attaining educational goals
Various data reports and assessment formats will be utilized to determine each student’s progress
towards the goals and expectations regulated by the State of Wisconsin. Our purpose for
assessment is as follows: to diagnose student strengths and needs, to provide feedback on student
learning, to provide a basis for instructional placement, to inform and guide instruction, to
communicate learning expectations, to obtain data for site-based management, and to gauge the
effectiveness of the program.
Grading System
MEHS grading system will involve the collection and evaluation of evidence on students'
achievement and performance over a period of nine weeks. Through this process, various types of
descriptive information and measures of students' performance will be converted into grades that
summarize students' accomplishments using the following rubric scale.
3.5 – 4.0 A
3.0 - 3.4 B
3.3 – 2.8 C
2.7 – 2.2 D
Below 2.2 F or U
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Community Conferences
Twice a year, student-led conference will be held to review the coordinated education plan and
report card (more times if requested by student or parents). These conferences are designed to
include the students’ parents, teachers, school leader, counselors, social workers, youth mentors,
and anyone that the student deems as part of his/her educational team.
As a graduation requirement, each student must attain at least the level of competent in each
academic area. Benchmarks assessments that align with state standards and the curriculum will
also be utilized on a continuous basis to inform the student of their achievements and guide the
teachers in their instruction.
Student Self-Assessment
Coordinated Education Plan Process
Each student will begin with a Coordinated Education Plan (CEP). Once the student’s CEP is
developed each teacher will use rubrics to teach, monitor and assess the student’s progress. The
rubrics will list clear expectations of each subject area. Under the direction of the Educational
Leader, each teacher will be responsible for teaching towards theses standards and ensuring that
each student meets these expectations. The Rubric will be aligned with the Wisconsin State
Standards and at the end of each mark period the students will be given an assessment. Each
student’s CEP will be reviewed at the end of the report card period to ensure progress. Students
will also be requested to evaluate themselves against the goals that they set at the initial intake.
This will give the students an active role in their education process and enhance their investment
in their education. The goal of the review is to improve each student’s progress and performance.
The students’ progress will be measured against the rubric and will be determined on three
different levels.
Performance Assessment
Student Achievement
Performance in the classroom is the most regularly assessed practice in the high school. Using a
1-4 rubric system, the instructors will determine the subject area and performance criteria. Our
framework for teacher assessment approaches and methods include:
Selected Response Items: multiple-choice, true-false, matching.
Products: written essay, research paper, journal/log, story/play, portfolio, art exhibit, videotape
Performances: oral presentation, dance movement, dramatic reading, musical recital.
Process focused: oral questioning, observation, interview, conference, metacognition notes,
learning logs.
Diagnostic and Standardized Assessment
For diagnostic or placement purposes, every student grades 9 -12th at MEHS will take the
following computerized Standardized Assessments: Standardized Test for Assessment of Reading
(STAR) Test of Adult Basic Education (TABE) and Measure of Academic Progress (MAP) three
times a year. The results of these assessments will be utilized to measure our students against the
Wisconsin Academic Standards and track their progress throughout the year.
Portfolio Assessment
Portfolio Assessment will be used at the end of 10th grade and at the end of 12
th grade. A large
part of the portfolio assessment will be for reflections on CEP’s serve as a representative sample
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of a student’s work, showing the range of performance and experiences. We envision students
using their 11th and 12
th grade portfolios to also hold information employers need to assess their
job and college readiness.
8. School Governing Body: The governance structure of the school, including the method to
be followed by the school to ensure parental involvement and a plan for addressing parental
concerns:
The initiative of Milwaukee Excel High School (MEHS), a natural outgrowth of current
programming at Project Excel, was identified by the Project Excel staff over the course of the last
two years. Project Excel Director of Operation, Shawn Smith, and Project Excel Educational
Leader, Nicole Johnson, supported the initiative to Wisconsin Community Services, Inc. The
leadership of WCS embraced the initiative as it aligns with the mission and values of the agency.
The Milwaukee Excel High School development committee consists of the following members:
Name Title Organization
Hollis Patzer Executive Director WCS
Clarence Johnson Assistant Executive Director WCS
Anne Osterwind Director of Development and Communication WCS
Shawn Smith Director of Operations WCS
Nicole Johnson Educational Director WCS- Project Excel
Gayle Peay School Improvement Consultant Innovation Space,
LLC
Jane Glodoski Educational Consultant
The Wisconsin Community Services Board of Directors will oversee the Milwaukee Excel
Governance Council. The Milwaukee Excel Governance Council will consist of two parents,
seven community leaders, the President of the Student Advisory Committee, and one member
from the existing WCS Board of Directors.
Membership to the Milwaukee Excel High School Governance Council will be offered to parents
who are members of the MEHS Parent Advisory Group. As the parent slot on the MEHS
Governance Council opens, the Parent Advisory Group will solicit nomination (including self-
nominations), take a vote, and elect a member to the MEHS Governance Council.
Membership will be solicited to community members based on their capacity to inform, guide,
and support the mission of the school. Community members will be sought from business, social
service, criminal justice, and educational arenas. Membership of WCS Board of Director
members will be solicited by the Executive Director of WCS in consultation with the WCS
Assistant Executive Director Clarence Johnson.
The Student Advisory Council president, elected to his/her position by the student body, will
maintain a seat on the MEHS Advisory Council.
MEHS Governance Council Composition
Chair, Vice Chair, and General Members
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The voice of the parent(s)/guardian(s), community, student, and staff will have a solid say in the
structure of the school, program components and their delivery, as well as the continual
development of new relationships that enhance the programs provided through Milwaukee Excel
High School. MEHS strongly believes in developing a sense of ownership amongst the student
body, parents, community members, and staff. Thus existing educational programs have
incorporated many of the principles of democratic management. These include a team structure
to the hiring process and the development of a Student Advisory Council that meets with the
Educational Director weekly to review policies, procedures, and program offering. These
elements will be expanded to include parents and the community.
Weekly open office hours will be held by the Educational Director to meet with individual
students, parents, and community members to discuss issues or ideas related to operations,
programs, or other elements of MEHS. Similarly, a Parent Advisory Group will meet monthly
with the Educational Director or MEHS Staff Member. The hiring committee for new teachers
and staff will be comprised of a student and parent representative in addition to existing staff
members. Similar decision making practices will influence school structures from the lunch menu
to program offerings.
Milwaukee Excel High School Governance Council members will be issued copies of all policies
and procedures, program elements, curriculum guides, and other similar documents. At the bi –
monthly meeting a standing agenda item will allow for discussion regarding any issues or ideas
relating to existing policies, procedures, and the like.
Additionally, annual retreats will be held wherein the MEHS Governance Council members and
staff will have an opportunity to team build, engage in program specific guided discussion, and
receive relevant trainings to the further development of the school.
Outreach to community businesses and institutions will be a key duty for MEHS Advisory
Council members. These efforts will be shared with staff as they occur at the weekly staff team
meetings. Efforts of staff and MEHS Governance Council members will be coordinated by the
Educational Director.
9. Teachers accepting a position with be required to hold a DPI License to teacher in their desired
area or required to obtain an Emergency License with an agreement to have a license within a
specified period of time. For the latter, we direct them to Cooperative Educational Service
Agency (CESA) and other similar organizations, colleges, and universities. Bi-annual licensure
checks conducted by the Education Director to ensure compliance with federal, state, and local
requirements.
Milwaukee Excel High School will ensure the quality of the workforce through mid-year and
end-of-year assessments. Wisconsin Community Services, Inc. (WCS) has a comprehensive
system of evaluation that includes employee feedback. We are also in the process of
incorporating peer feedback components that will provide team members the opportunity to
provide objective and direct feedback to peers to further increase program ownership and
employee development. Ongoing trainings relevant to serving and instructing the student
population of MEHS will also occur. Wisconsin Community Services, Inc. has a human
resources department that processes regular market research to ensure, to the degree that is
fiscally responsible; staff wages are competitive with similar positions outside of the agency.
Benefits are generous and comprehensive at WCS.
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Job requirements are expressed to staff during the interviewing process. A full and detailed job
description is generated for each role. Specific guidelines, policies, and procedures are outlined
through a policy and procedure manual and reinforced during a formal orientation to the agency
and the program. These elements provide staff with clear and well defined parameters for
successful work habits. Staff members that are invested and committed to employment
opportunities that the agency has available are supported and encouraged by these parameters.
10. Milwaukee Excel High School (MEHS) staff will maintain a safe and secured environment
throughout the day in addition to security checks of all youth entering the facility. Students will
be electronically screened upon entry and all items (cell phones, Ipods, etc). All illegal items will
be confiscated. All staff will be trained to process the security screens and CPI non-violent crisis
interventions. A “hands off policy” will be instituted. In the event of significant physical acting
out, the police will be called.
11. MEHS will provide special education services by appropriate licensed educator(s) dependent
upon the IEP needs of the students with special needs. All students with special needs will be
identified upon enrollment through the intake process and record review. Additionally, for any
parent who believes that their student has not been identified as having special needs but should
be - an evaluation can be initiated.
The Educational Team will be responsible for ensuring that:
Each student with special needs has a current IEP.
The IEP includes the student’s current level of learning and functional performance.
addressing the need of the student as required by the Wisconsin State Statue 115.787(2)(a)
The student has annual goals are developed and will assist the student with meeting the
curriculum and other educational needs.
Special education related services, extra help and supplementary services are in place.
(See Appendix E)
MEHS Special Educational Program:
MEHS will be responsible for providing all students with special needs with the services that are
required by their IEP’s. An educational curriculum will put in place to move the SPED students
towards their annual goals, encourage them to participate in all MEHS activities and participate in
an inclusive classroom settings required by the Wisconsin Sate Statue 115.787(2)(c).
12. Milwaukee Excel High School will adhere to all Wisconsin State Statues on public school
admission policies. Milwaukee Excel High School will not discriminate admission or deny
participation in any program or activity on the basis of a person’s: sex, race, religion, national
origin, ancestry, pregnancy, marital or parental status, sexual orientation or physical, mental,
emotional or learning disability. Milwaukee Excel High School will not charge tuition and will
provide a nonsectarian educational program. After enrollment each student will have the
opportunity to attend an orientation with his/her parent or guardian. The purpose of the
orientation is to ensure that students and parent(s)/guardian(s) are aware of the students’
expectations, MEHS behavior policies, guidelines and procedures. This process will also orientate
the parent/guardian into the MEHS programs and will serve as a forum for parents to ask
questions and address concerns. Parent/family involvement will be continually encouraged and
nurtured.
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13. Milwaukee Excel High School will initially seek to enroll 50 students, grades 9-12 during the
2011- 2010 school year. During the 2012 – 2013 school year the student population will increase
by 50. During the 2013 – 2014 school year the student population will increase by 25 reach our
capacity. MEHS will operate multi grade, literacy level and age classrooms. This structure is
supported by our vocational education project based infused curriculum.
Year 2011-2012 2012-2013 2013-2014 2014 - 2015 2015 – 2016
Student
enrollment
50 100 125 125 125
Grade Level Multi Multi Multi Multi Multi
14. WCS aggressively seeks out alternate funding opportunities to support and enhance services
to students and families. Existing programming received funding from the following entities:
Safe and Sound – After School Programming
Finley Foundation – Technological Enhancements
MAWIB – Summer Youth Employment
Milwaukee Youth Sports Authority – Spring Flag Football League
Milwaukee County Tobacco Coalition (MCTC) – TATU Programming
(See Appendix G for proposed budget)
15. Milwaukee Excel High School will be audited on an annual basis by WIPFLI . The audit will
be conducted at the same time as WCS’ annual audit. The audit is in accordance with auditing
standards that are accepted in the United States.
16. In addition to following the MPS discipline policies MEHS will institute intervention
strategies as part of our discipline procedures. (See Appendix H)
17.
Public school alternatives for pupils who reside in the Milwaukee School District and who do not
wish to attend MEHS is very limited. Kilmer South has an alternative program, which cater to
students who have not found success in traditional settings. However, MEHS’ program will offer
a different educational approach by combining vocational studies with project-based learning.
18.
The WCS Board of Directors will provide the following types and levels of insurance.
Commercial general liability of:
o $1,000,000 per occurrence
o $200,000 per incident of damage to rental property
o $10,000 per person for medical expense
o $1,000,000 personal injury
o General aggregate professional liability of $2,000,000
o $2,000,000 product liability
o $1,000,000 employee benefits liability
Directors and Officers insurance of $2,000,000 aggregate coverage
Automobile Liability for
o Non-owned and hired autos of $1,000,000 combined single limit per accident (liability
only for non-owned; physical damage and liability for hired autos)
o Scheduled agency-owned vehicles with $1,000,000 liability and physical damage
Umbrella Liability of $4,000,000 per occurrence and aggregate
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Workers Compensation of
o $100,000 for each accident
o $100,000 for disease of each employee with policy limit of $500,000 for disease
Crime policy for dishonesty or fraud of $500,000
Property and Casualty insurance for all agency owned properties and contents for owned
and rented buildings
o $4,500,000 for building at 3732 W. Wisconsin Ave., location of proposed school site;
contents $200,000
Actual loss sustained of business income at all sites
Inland Marine for Computers, phones, electronic data, other media-$144,000
19. At its heart Milwaukee Excel High School, seeks to improve student achievement through a
personal approach. This mission will be accomplished by creating an environment where personal
relationships, active partnerships, and support services will drive the school culture. The school is
being designed for those students who may not have been successful in traditional environment
and are looking to transform themselves in an accommodating environment.
20.
Students will access the MEHS via the Milwaukee County Transit System buses. Students with
identified barriers to accessing the bus system will be provided with bus tickets or other
transportation arrangements. WCS has two multi-passenger vans that may be utilized as needed
to ensure students have means to get to school. Each student will be offered onsite breakfast and
lunch.
21.
Milwaukee Excel High School proposes to operate as a non-instrumentality charter school.
22.
Milwaukee Excel High School is requesting that the charter status begin for the 2011-2012 school
-year and wishes to seek a 5- year contract.
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APPENDICES
Appendix A
School Calendar
Milwaukee Excel High School will operate on a year-round calendar, in which the year will be
divided the year into 9–week quarters with a 3–week breaks (intersession) at the end of each quarter.
Proposed Intersession Schedule
Early August- First day of school for students
Mid October- Fall Intersession (3 weeks)
Late December– Early January- Winter Intersession (3 weeks)
Late March- Early April – Spring Intersession (3 weeks)
July- Summer Intersession
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1st Day of School August 1
st - Last Day of School June 18
th
Appendix B
Student Day Start and End Times Monday – Thursday 8am to 3:15pm
Friday’s 8am – 12pm.
Extended School Hours will operate from 3:30pm to 6pm (Monday – Thursday)
Appendix C
Uniform Policy
While MEHS will not have a uniform policy, the following dress code will be enforced.
No clothing or jewelry with designs or lettering which promotes or portrays GANGS,
TOBACCO, ALCOHOL, DRUGS, VIOLENCE, RACISM, SEXISM, VULGARITY, or any
message contrary to Project Excel Charter High School’s values.
No overly tight jeans or overly short skirts/shorts.
No shirts or blouses that are sheer or revealing, including off the shoulder tops, tube tops,
halters or shirts that show the stomach.
No excessively sagging pants.
Other clothing items that are not listed are subjected to the approval of the Milwaukee Excel High
School Staff.
Appendix D
We seek to become a non-instrumentality school.
Appendix E
Diversity Plan
We seek to be reflective of the world at large and have a healthy mix of people from varying
backgrounds who bring a diversity of ideas, experiences, and cultural beliefs to our school
community. Milwaukee Excel High School will only solicit and provide services to the Milwaukee
County area. MEHS will offer a multi-cultural, educational program that will tailor to both males and
females. To ensure that MEHS maintains diversity in the student body that is reflective of the school
district population, students will have an on going active role in the development and/or enhancement
of programs through surveys and student council participation. Another component of our diversity
plan involves keeping accurate records of diversity statistics, including admission, recruitment of
faculty/staff, retention, and attrition. This information will be shared with the community.
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Appendix F
Special Education Plan
Considering the students targeted for enrollment in MEHS, it is possible that a higher than average
percentage of students with disabilities will be represented in the student body. With the emphasis on
the student as a learner and the response to intervention model implemented through the structure of
PBIS (Positive Behavior Interventions and Supports) MEHS will have the capacity to support all
students.
Milwaukee Excel High School ensures that students with disabilities:
are provided special education and related services in conformance with an IEP that meets
the requirements of the law and at no cost to the parents;
are provided an education that meets the standards that apply to education provided by the
Department of Public Instruction and local educational agencies including the
requirements of Individuals with Disabilities Education Act, and
have all of the rights of a child with a disability who is served by a public agency.
After a student with a disability enrolls at Milwaukee Excel High School, any meetings to review and
revise the child's IEP would be initiated and conducted on site by MEHS staff. The parents and a
school representative will be involved in any decisions about the IEP and agree to any proposed
changes in the IEP before those changes are implemented. MEHS accepts responsibility for
compliance with the requirements of special education law.
Although every attempt will be made to include students with disabilities with their age appropriate,
typically developing peers, at times pullout services may be determined to be the least restrictive
environment appropriate for the student. In such cases, transitioning to and from the pullout setting
will be managed by the special education teacher so as to minimize the stigma and disruption of pull-
out. The pull-out environment will be the same physical set-up as the general education classroom.
All entrances, classrooms, common areas and bathrooms will be accessible to individuals, including
adults, with physical disabilities.
With an initial school enrollment of 50 students, it is anticipated that 7-10 students with disabilities
would be included in that total. Special educational services will be provided by an
appropriately licensed educator dependent upon the IEP needs of the student with special
needs. Support staff, such a special needs teacher social workers and a school psychologist will
provided services to students with special needsas mandated by each student IEP. Additional related
services such as physical therapy, speech and language therapy, etc will be contracted for support as
required.
The curriculum at Milwaukee Excel High School takes into consideration individual learning styles
and specific needs of each student through use of the IETP Behavior and academic support follows
the RTI model of Positive Behavior Intervention and Supports. Providing student focused instruction,
rigorous data collection and team decision-making to determine academic and behavioral supports,
students with disabilities will receive high integrity, research and evidence based interventions to
ensure the very best possible outcomes as they transition to life beyond school.
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Appendix G
Proposed Budget
* See attachment.
Appendix H
Milwaukee Excel High School will refrain from suspending youth for multiple days except in
instances where student behavior has been extremely disruptive to the educational milieu and a time
out is needed in order for both student and the staff to move forward. We believe that building a
positive, supportive relationship is key, not only in encouraging student growth but addressing
student behavior. Youth are more likely to respond to someone they believe believes in them. The
process for school discipline is as follows.
The teacher provides the initial, brief redirection to the youth.
If non-responsive then a support staff intervenes so that the teacher may focus his/her
attention on teaching class. This intervention by the support staff (teaching aide/youth
mentor) is processed briefly in the classroom.
If the student is non-responsive to this second intervention, the support staff moves the
intervention to a pre-designated location to remove the audience and allow the student to
voice themselves to the degree that is necessary in order to process the intervention.
If the student continues to be non-responsive the Educational Director or other staff is
included in the intervention to support behavioral change.
If the student continues, we have determined that the student continues to be non-responsive
to redirection and continues to escalate. At this point, the student is offered an in-school
suspension or dismissal for the day – with the offer to come back the next day and start anew.
Milwaukee Excel High School staff will be screened and trained in PBIS and Restorative Justice
Circles to depersonalize student behavior. This ensures that situations where students are being
disrespectful, verbally abuse, or similarly combative that staff are being responsive to the underlying
issues that are generating the behavior.
If a student is disruptive on a consistent basis a face to face dialogue is held with the youth and family
to make an individualized behavioral plan to ensure that all parties are on the same page. This
procedure is also implemented when youth return to school from a suspension.
Wisconsin Community Services, Inc. has access to numerous internal and external resources that will
be brought to bear on students who are experiencing challenges maintaining appropriate school
behavior.
Appendix J (Submitted with original Proposal)
Appendix K
Student Weekly Schedule
Students will rotate from class to class in 50- minute increments with a designated time for lunch. We
envision using the morning for core classes and the afternoon for electives and vocational courses. On
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Wednesdays, the students will only attend half-day to allow time for staff weekly meetings. (See
attachments A,B,C)
Students will rotate from class to class in 50- minute increments with a designated time for lunch. We
envision using the morning for core classes and the afternoon for Project Based Learning, electives
and vocational courses. On Friday the students will only attend half-day to allow time for staff weekly
meetings. (See attachments A)
55 Minutes for Core Courses: 8am – 12pm
English, Science, Social Studies and Math.
Project Based Learning or Project Based Infused Courses will be offered within a Block Scheduling
In the afternoon from 1pm to 3:15pm (PBL Courses (Physical Education, Health, Art and Elective
Courses).
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Appendix K – Attachment A
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Appendix L –Milwaukee Excel High School Course Outline
Division 1 English
Reading is a complex, interactive process that continues to be a primary means of acquiring and using
information. Society regards reading as essential to daily living. Because reading is fundamental to the mastery
of other school subjects, students at all levels must learn to understand what they read. They must know and use
various strategies--ways of unlocking the meaning of words and larger blocks of text to become successful
readers.
Course Title: Developing English Skills Description: This course is designed as a supplemental reading class where the focus is on
process. Emphasis is placed on strengthening comprehension and fluency. The course employs a
variety of reading materials and classroom experiences along with individualized instruction in the
computer reading lab. Additional emphasis is placed on organizing information via the writing
process, using the Read Now Power Up Program.
Credit/Length: .50 Prerequisite(s):
Course Title: Master Reading Description: The Wilson Reading Program directly and systematically teaches students to fluently
and accurately decode. The instruction is very interactive and multi-sensory. It also thoroughly
teaches, ―total word construction, not just phonics. Students learn to encode (spell) as they learn to
decode. The Wilson Reading System teaches word construction according to six types of syllables.
These syllable types will be gradually taught to the student. Comprehension is strengthened using a
variety of reading materials along with individualized instruction in the computer reading lab
Credit/Length: .50
Prerequisite(s): Attain proficiency level in Developing English Skills or (level) on the Star Assessment
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Division 2 English
Students will be challenged to read literature and other materials that reflect and stimulate their interests and
intellectual abilities. They will read a wide variety of materials, including fiction, nonfiction, poetry, drama, and
other written works that reveal the richness and diversity of our heritage, afford opportunities to acquire new
information, and refine perspectives.
Course Title: English for the World of Work Description: This course prepares students to find, get, and keep a job. Students and will prepare a personal
career portfolio they can use in their future search for employment. Students also learn important interpersonal
and communication skills—reading, writing, speaking, and listening.
Credit/Length: .50 Prerequisite(s):
Attain proficiency level in Developing English Skills or (level) on the Star Assessment.
Declared a Junior or Senior
Course Title: College Prep English Description: This course reviews and expands the communication skills introduced in English I with greater
emphasis on organization, syntax, precision of expression, and wider use of vocabulary. Through revision
exercises students become more aware of the writing and thinking process. Students make oral presentations to
experience speaking before a critical audience. Students become more comfortable and confident in various
research techniques. Students read various works of fiction, non-fiction, and poetry to continue to analyze style,
form, and /or historical context.
Credit/Length: 1.0 Prerequisite(s):
Attain proficiency level in Developing English Skills and Master Reading or
Declared a Junior or Senior and score (level) on the Star Assessment.
Declare College/ University Prep or Business as a Major
Course Title: English Lab
Description: This course focuses on developing, extending, and improving communication competency.
Students write coherent compositions, displaying proficiency in sentence, paragraph and vocabulary
development. They practice specific techniques for revising and editing their own work. Students periodically
make oral presentations to experience speaking before a critical audience.
Credit/Length: 1.0 Prerequisite(s):
Attain proficiency level in Developing English Skills and Master Reading or Declared a Junior or Senior and score (level) on the Star Assessment. Declare Vocational/Employment or Arts/Entertainment as a career interest.
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Division 1 Math
Course Title: Mathematics
Description: Students will learn basic mathematic applications and concept introduction.
In order for students to improve their math skills, the instructional time will be split between
the classroom and a computer software program. Topics include, but not limited to, fractions,
decimals, percents, ratios, proportions, and measurement. Prerequisite(s): Beginning Math Skills Credit/Length: 1.0
Course Title: Math for the World of Work
Description: Math for the World of Work covers critical skills like whole numbers,
fractions, decimals, averages, estimating, measurements, and ratios. Each skill is introduced
in a cross-curricular context that helps students learn about the business world. Lessons are
reinforced with problem-solving activities, exercises, and review questions to give students
plenty of practice and solidify their understanding of new skills. And features like
Application Activities and Technology Connections ensure that students understand how to
apply the skills they acquire.
Prerequisite(s): Proficient math score or completion of Mathematics course
Credit/Length:1.0
Course Title: Pre Algebra
Description: The course introduces a selected number of the topics developed in Algebra I Part I,
providing more time between topics to strengthen concept development. Students use algebraic
methods to explore, model, and describe patterns and functions involving numbers, data, and graphs.
The topics of study include comparing and estimating real numbers, single variable equations and
inequalities; coordinate geometry, systems of equations, and data analysis. Applications include
problems relating to the students’ technical areas and everyday life.
Prerequisite(s): Completion of Math for the World of Work Credit/Length:1.0
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Division 2 Math
Course Title: Algebra 1 Description: This is the first course of a two-part series. Students use algebraic methods to explore, model,
and describe patterns and functions involving numbers, data, and graphs. The topics of study
include comparing and estimating real numbers, single variable equations and inequalities;
coordinate geometry, systems of equations, data analysis and an introduction to exponents
and polynomials. Applications include problems relating to the students’ technical areas and
everyday life. Prerequisite(s): Completion of Pre-Algebra or a score of ( ) on pretest Credit/Length: 1.0
Course Title: Algebra II Description: This course expands upon the topics developed in Algebra I Part II. The topics of study include
functions, linear systems, factoring, rational expressions, radicals and complex numbers, and conic
sections. Applications include problems relating to the students’ technical areas and everyday
Prerequisite(s): Completion of Algebra I Credit/Length: 1.0
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Division 1 Science
Course Title: Basic Science I Description: A survey course of general knowledge of science areas such as earth science,
chemistry and physics, which can be adjusted to the level of students. Computer hardware
and software will be used during the course of the program. The course develops an
understanding on the part of the students of processes encompassing all sciences and an
appreciation of the applications of scientific knowledge to everyday life.
Prerequisite(s): Credit/Length:1.0
Course Title: Basic Science II Description: A survey course of biological knowledge, which can be adjusted to the level of students. The
course develops an understanding of processes closely associated with biological and environmental sciences.
Computer hardware and software will be used during the course of the program. Emphasis is placed on an
appreciation of the applications of scientific knowledge to everyday life Prerequisite(s): Completion of Basic Science II Course Credit/Length:1.0
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Division 1 Social Studies
Course Title: American Government I and American Government II Description: Students will study the basic framework of American democracy and those fundamental
concepts of American government such as popular sovereignty, federalism, separation of powers, and individual
rights. Students will also focus on the three branches of the federal government and how they influence the lives
of all citizens Prerequisite(s): Credit/Length: 1.0 - 2 Semesters
Course Title: Urban Citizenship I and II Description: Students will study the framework of citizenship in an Urban Area. Students will be exposed
to their rights, duties and responsibilities of Urban Citizenship and encouraged to exercise those rights.
Prerequisite(s): Credit/Length: 1.0 - 2 Semesters
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Division 2 Social Studies
Course Title: Sociology and You
Description: Students will focus on all aspects of human social behavior, including the behavior of
individuals as well as the social dynamics of small groups, large organizations, communities, institutions, and
entire societies.
Prerequisite(s): Classified as a Division 2 Student Credit/Length: 1.0 - 2 Semesters
Division 1 Elective
Course Title: Pre- Portfolio Prep and Coordinated Educational Plan Maintenance I Description: Students will be introduced to their Coordinated Educational Plan (CEP) while focusing on
developing and obtaining short term goals. During this time, students will have the opportunity to request CEP
meetings and modify their plans to meet their needs. Students will also begin to prepare to assemble their
Division 2 Portfolios. Prerequisite(s): Credit/Length: .25 Course Title: Pre- Portfolio Prep and Coordinated Educational Plan Maintenance II Description: Students will be become proficient in their Coordinated Educational Plan (CEP) while
focusing on developing and obtaining short term and long term goals. During this time, students will have the
opportunity to request CEP meetings or Community Meetings to modify their plans to meet their needs.
Students will also begin to research their major or career focus and prepare to declare a major/ career focus for
Division 2. Prerequisite(s): Completion of Pre- Portfolio Prep and Coordinated Educational Plan Maintenance
I
Credit/Length: .25
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Division 1 Physical Education and Health
Course Title: Health Description: Inclusive to all topic areas are lessons and information on decision making, taking responsibility
for one’s actions, and accessing health resources at school and in the community. A study of
depression, HIV/AIDS, violence prevention, positive communication, drug awareness, and
appreciation for diversity/ diversity awareness, is integral to the curriculum.
Prerequisite(s): Credit/Length: .50 Course Title: Physical Education I Description: The focus of this six-week Physical Education program includes principles of
exercise and fitness, nutrition, cardio-respiratory endurance, muscle strength, flexibility, and body
composition and weight management. Students learn through in class instruction, supervised fitness
activities, and self-directed fitness activities. By implementing technology such as the Fitness-gram,
and utilizing our training facilities, students participate in a personal fitness assessment and establish
goals to improve their overall health.
Prerequisite(s): Credit/Length: 1.0 Course Title: Physical Educational II Description:
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The focus of this six-week Physical Education program includes principles of exercise and
fitness, nutrition, cardio-respiratory endurance, muscle strength, flexibility, and body composition
and weight management. Students learn through classroom instruction, supervised fitness
activities, and self-directed fitness activities.
Prerequisite(s): Completion of Physical Education I Credit/Length: .5
Division 2 Elective for Vocational /Training or Employment Career Focus Course Descriptions
Course Title: Career Portfolio Prep/Coordinated Education Plan Review Description: Students develop an awareness of their personal skills, interests and abilities as they relate to
career choices. Students will be provided with instruction, resources and research skills vital to
creating the student’s initial Career Portfolio. This plan is reviewed and updated annually by the
student, parent/guardian and faculty in conjunction with his/her Coordinated Educational Plan.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus
Credit/Length: .50 Course Title: Employability Skills A
Description: Students develop an awareness of the education and training required to achieve career
goals. Students explore the attitudes, behaviors and interpersonal skills that promote
positive relationships in the workplace. Knowledge gained through these activities along
with personal goal setting is incorporated into the student’s Coordinated Educational
Plan. The Coordinated Educational Plan is reviewed and updated twice a year/ or by
request of the student, parent/guardian, and faculty.
Prerequisite(s): Classified as a Division 2 Student with a declared major or career focus Credit/Length: .25
Course Title: Employability Skills B
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Description: Students develop an awareness of the education and training required to achieve career
goals. Job Shadowing experience and career based research is used to broaden the
student’s understanding of the skills necessary for employment retention and
advancement. Students explore the attitudes, behaviors and interpersonal skills that
promote positive relationships in the workplace. Knowledge gained through these
activities along with personal goal setting is incorporated into the student’s Coordinated
Educational Plan and Career Portfolio. The Coordinated Educational Plan is reviewed and
updated twice a year/ or by request of the student, parent/guardian, and faculty. Prerequisite(s): Classified as a Division 2 Student with a declared major or career focus and completion of Employability Skills A Credit/Length: . 25
Course Title: Employability Skills C
Description: Students develop an awareness of the education and training required to
achieve career goals. Job Shadowing experience and career based research is used to broaden
the student’s understanding of the skills necessary for employment retention and
advancement. Students explore the attitudes, behaviors and interpersonal skills that promote
positive relationships in the workplace. Knowledge gained through these activities along with
personal goal setting is incorporated into the student’s Coordinated Educational Plan and
Career Portfolio. The Coordinated Educational Plan is reviewed and updated twice a year/ or
by request of the student, parent/guardian, and faculty Prerequisite(s): Classified as a Division 2 Student with a declared major or career focus and completion of
Employability Skills B
Credit/Length:.25
Course Title: Job Shadowing I
Description: The school supervised career exploration course where students visit worksites and shadow
employees as they perform their jobs. Job shadow emphasizes observing the workplace, not participating in
productive work. Grades are based on Job Shadow completion project.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Job Shadowing II Description: The school supervised career exploration course where students visit worksites and shadow
employees as they perform their jobs. Job shadow emphasizes observing the workplace, not participating in
productive work. Grades are based on Job Shadow completion project.
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Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Job Shadowing III
Description: The school supervised career exploration course where students visit worksites and shadow
employees as they perform their jobs. Job shadow emphasizes observing the workplace, not participating in
productive work. Grades are based on Job Shadow completion project.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Internship I
Description: School supervised, hands on learning in a real world setting to provide students with a better
sense of the jobs within a particular business or industry. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Internship II
Description: School supervised, hands on learning in a real world setting to provide students with a better sense
of the jobs within a particular business or industry.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Work Experience I
Description: Students will learn employability skills through paid or unpaid work experience. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Work Experience II
Description: Students will learn employability skills through paid work experience. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Work Experience III
Description: Students will learn employability skills through paid work experience.
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Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25
Division 2 Electives for College/ University Major Course Descriptions
Course Title: Career Portfolio Prep/Coordinated Education Plan Review Description: Students develop an awareness of their personal skills, interests and abilities as they
relate to career choices. Students will be provided with instruction, resources and
research skills vital to creating the student’s initial Career Portfolio. This plan is
reviewed and updated annually by the student, parent/guardian and faculty in conjunction
with his/her Coordinated Educational Plan. Prerequisite(s): Classified as a Division 2 student with a declared major in College /University Prep and
Entrepreneurship/Business
Credit/Length: .50 Course Title: Advance Employability Skills
Description: Students work to finalize post-graduation plans while developing awareness of how life-
long learning is necessary to maximize workplace opportunities and earning potential.
School Counselors provide avenues for exposure to post secondary opportunities.
Students will be assisted in implementing initial steps in their Career Plan (e.g. College
and/or job application process). Students will explore the topics of personal and
psychological well being and applying personal ethics in all settings.
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Prerequisite(s): Classified as a Division 2 student with a declared major in College /University Prep and
Entrepreneurship/Business
Credit/Length: .50
Course Title: Study Strategies
Description: Study Strategies focuses upon developing a student's ability to absorb, process, and apply new
information. Daily lessons emphasize the acquisition and application of study and organizational strategies (e.g.
use of assignment notebooks, notebook organization for subject classes, time management skills, etc.). Students
develop an understanding of personal learning strengths and weaknesses. A portion of each class is designated
to course work to assist students with the authentic application of skills taught. Grades are based upon daily
assignments and projects. Prerequisite(s): Classified as a Division 2 student with a declared major in College/ University Prep.
Credit/Length: .50 Course Title: ACT/SAT Prep
Description: Prepare students to take the ACT/ SAT Test through test taking strategies and study skills.
Prerequisite(s): Classified as a Division 2 student with a declared major in College/
University Prep, completion of Career Portfolio Prep/Coordinated Education Plan Review
Course. Credit/Length: .50 Course Title: Biology
Description: The course objectives center on the study of the structure and function of
living things. Emphasis is placed on laboratory work. This allows students to derive a
sequence of concepts from a series of laboratory experiences. Students will cover cellular and
molecular biology, genetics and the diversity of living things, certain areas of microbiology,
human biology and the relationship of living things to their environment. Prerequisite(s): Division 2 Student Credit/Length: 1.0 Course Title: Geophysical Science Description: The course is a basic Physical Science course with chemistry, physics and earth science
components. The program tries to develop through observation, experimentation, and measurement, the
principles and concepts that make up the active world of chemistry, physics, and earth science. Emphasis is
placed on reinforcing concepts through laboratory experience and classroom activities designed by the
instructor to meet individual needs of each particular class. Course Title: Algebra 1 Description:
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This is the first course of a two-part series. Students use algebraic methods to explore, model,
and describe patterns and functions involving numbers, data, and graphs. The topics of study
include comparing and estimating real numbers, single variable equations and inequalities;
coordinate geometry, systems of equations, data analysis and an introduction to exponents
and polynomials. Applications include problems relating to the students’ technical areas and
everyday life. Prerequisite(s): Completion of Pre-Algebra and declared major in College/University Prep.
Credit/Length: 1.0
Course Title: Algebra II
Description: This course expands upon the topics developed in Algebra I Part II. The topics of study
include functions, linear systems, factoring, rational expressions, radicals and complex
numbers, and conic sections. Applications include problems relating to the students’
technical areas and everyday Prerequisite(s): Completion of Algebra I Credit/Length: 1.0 Course Title: Service Learning Project
Description: Students will learn and develop through active, unpaid, participating in academic and
particular activities that are conducted and designed to meet the needs of the community.
Prerequisite(s): Classified as a Division 2 Student - Credit/Length: .25
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Division 2 Electives for Art – Entertainment or Entrepreneurship/Business
Course Title: Management and Entrepreneurship
Description: This business course develops the students’ management and entrepreneurship skills.
Topics continue to include basic business practices, resource management, finance, law,
community relations, and ethics. Business organization, teamwork, and competition
studies are also continued. Students work on business projects related to their vocational
fields Prerequisite(s): Classified as a Division 2 student with a declared major in Entrepreneurship /Business.
Credit/Length: . 50 Course Title: Management and Entrepreneurship II Description: This business course builds on the students’ management and entrepreneurship skills taught in
the Management and Entrepreneurship I course. Topics continue to include basic business practices, resource
management, finance, law, community relations, and ethics. Business organization, teamwork, and competition
studies are also continued. Students work on business projects related to their vocational fields Prerequisite(s): Classified as a Division 2 student with a declared major in Entrepreneurship /Business and
completion of Management and Entrepreneurship I.
Credit/Length: .50
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Course Title: Service Learning Project
Description: Students will learn and develop through active, unpaid, participating in academic and
particular activities that are conducted and designed to meet the needs of the community.
Prerequisite(s): Classified as a Division 2 Student - Credit/Length: .25 Course Title: Job Shadowing I
Description: The school supervised career exploration course where students visit worksites and shadow
employees as they perform their jobs. Job shadow emphasizes observing the workplace, not participating in
productive work. Grades are based on Job Shadow completion project.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Job Shadowing II
Description: The school supervised career exploration course where students visit worksites and shadow
employees as they perform their jobs. Job shadow emphasizes observing the workplace, not participating in
productive work. Grades are based on Job Shadow completion project.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Job Shadowing III Description: The school supervised career exploration course where students visit worksites and shadow
employees as they perform their jobs. Job shadow emphasizes observing the workplace, not participating in
productive work. Grades are based on Job Shadow completion project.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Internship I
Description: School supervised, hands on learning in a real world setting to provide students with a better
sense of the jobs within a particular business or industry.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Internship II
Description: School supervised, hands on learning in a real world setting to provide students with a better
sense of the jobs within a particular business or industry.
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Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: Work Experience I
Description: Students will learn employability skills through paid work experience.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Work Experience II
Description: Students will learn employability skills through paid work experience.
Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Work Experience III
Description: Students will learn employability skills through paid work experience. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.
Credit/Length: .25 Course Title: School Based Enterprise
Description: Students will learn the management of a school based business that produces and sells goods
and services. Students will participate in activities that will increase their skills on problem solving, business
operations, time management, being a quality producer and collaborative worker.
Prerequisite(s): Classified as a Division 2 student with a career focus in Entrepreneurship /Business.
Credit/Length: .25
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Appendix M
Project- Based Learning
We have decided to infuse project-based learning into our curriculum because it is pedagogical
approach and curriculum design methodology centered on the learner and can be easily integrated
with real world issues and practices. With our vocational focus, we will use project-based learning to
engage students in learning that reinforces their career focus and individual learning goals. Recent
research reported that PBL had a positive effect on specific groups of students. For example, students
with average to low verbal ability and students with little previous content knowledge learned more in
PBL classes than in traditional classes (Mergendoller, et al., 2006; Mioduser & Betzer, 2003).
Instead of using a rigid lesson plan that directs a learner down a specific path of learning outcomes or
objectives, project-based learning allows in-depth investigation of a topic worth learning more about
(Harris & Katz, 2001). We believe that project-based learning develop critical thinking and creative
skills, improves problem-solving skills, increases motivation, and helps students learn to transfer
knowledge to new situations. Additionally, project- based learning used in under PBIS (Positive
Behavior Interventions and Supports) will provide a data rich structure in which students’ academic
and behavioral progress will be continually assessed.
MEHS’ implementation of project-based learning will be captured through the use of curriculum
maps and will include the following:
(a) An introduction to "set the stage" or anchor the activity;
(b) A task, guiding question or driving question;
(c) A process or investigation that results in the creation of one or more sharable artifacts;
(d) Resources, such as subject-matter experts, textbooks and hypertext links;
(e) Scaffolding, such as teacher conferences to help learners assess their progress, computer-
based questioning and project templates;
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(f) Collaborations, including teams, peer reviews and
(g) Opportunities for reflection and transfer, such as classroom debriefing sessions, journal
entries and extension activities.
(h)Opportunities for and expectations that students will do project presentations to faculty,
students, parents and community members.
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(i) A absolute commitment by all staff to respect all students and to develop trusting relationships
that will lead to more mature individuals with the tools to make wise decisions regarding college,
career and life
We realize that some findings suggest caution in embracing project-based learning unless the
conditions for success are in place, including strong school support, access to well-developed
projects, and a collaborative culture for teachers and students. MEHS intends to use coaches and
experts to provide ongoing support in establishing school culture, quality projects
processes/assessments as well as parent and community support This support includes teachers
receiving on-going professional development training/coaching and ample time to plan and enact
PBL effectively. Teachers/advisors will facilitate and direct student learning through engagement in
authentic problems and projects that will help shape their abilities to manage time, develop trusting
relationships and become a confident and productive citizens
(Durango Street)
Project Completed by Project Excel Day Treatment Students during the 2008/2009 School Year.
English: The students read the “Durango Street” by Frank Bonham. Students studied the vocabulary words
associated with the book to assist with reading comprehension.
Social Studies: Students learned about the social structures within the United States and terminology associated
with specific social classes (Working Poor, Lower Class, Middle Class and Upper Class.)
Math (Business Math) Students learned about the types of business that are located in specific neighborhoods
according to the income statuses of the neighborhood.
Art: Students were placed in groups and instructed to create their own version of a “Durango Street”. The
students had to choose the following: a social class and the type of business located on their Durango Street
according to the social class they chose. Students were them instructed to write a synopsis about their Durango
Street using specific vocabulary from their English and Social Studies Class.
Grading: Rubric was used to measure the students’ performance within the following learner outcomes:
1. Self Directed Learner
a. Set Priorities and Achieve Goals
b. Creates Options for Self
c. Monitors and evaluate progress
2. Collaborative Worker
a. Monitors own behavior with the group
b. Demonstrates interactive communications
c. Monitors own behavior as a group member.
3. Complex Thinker
a. Using a wide variety of strategies for managing complex issues.
b. Accessing and using topic relevant knowledge
4. Quality Producer
a. Creates product that achieves their purpose
b. Creates product appropriate for their attended audience.
c. Creates product that reflects craftsmanship
d. Uses appropriate resources and technology.
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Appendix N
Curriculum Delivery and Assessment Strategies for Implementing the Vocational and
Project-Based Educational Curriculum
Project-Based Learning Vision Our vision is to deliver a project-based learning instructional approach is in conjunction with our four themes: individual focus, family focus, community focus, and global focus. The activities carried out will be those valued in the real world and will provide a vehicle for students to take responsibility for their own learning. There will be a minimum of one project due per marking period in each core class and 1 service-learning project per year. Teachers will collaborate to develop themed-projects and school-wide activities that are integrated across disciplines. Vocational and Career Exploration Vision Our vision for the Vocational and Career focus is to deliver an educational program, which helps to develop skills, attitudes, abilities and work habits to attend college and/ or gain employment. Our curriculum delivery for the Division 1 - Core Phase will begin with administering the diagnostic assessments (MAP, STAR) and then placement in comprehensive skill-building courses in Math, Science, Language Arts, and Social Studies. Teachers will facilitate differentiated learning strategies and provide individualized delivery systems to accommodate different learning styles, speeds, and abilities. This will be done through the use of computer-assisted instruction, which will provide programmed learning, immediate feedback systems, and maximum monitoring of individual progress and needs. Our Division 2- Vocational Exploration Phase will move students into a more self-directed course of study. Our curriculum delivery for this phase will first consist of an administration of interest/career surveys and inventories and a review of portfolios and MAP scores. A student’s course of study will then be determined based on his or her interests and results of diagnostic assessments. Internships, apprenticeships, career exploration, field trips, paid work experiences, and service learning opportunities will be available to assist with the delivery of the curriculum. Assessment Strategies Our vision for assessment involves meaningful evidence about what students are learning. It leads to knowledge that will stimulate analysis and suggests actions. We will use: (1) direct evidence which will consist of actual student work (2) indirect evidence, which will consist of surveys, interviews, and reflections and (3) supportive evidence consisting of enrollment, attendance, and retention trends, WKCE, SAT, MAP scores, and GPA’s.
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Method and Strategy
Curriculum/ Educational Focus Description of Strategy
Things to Consider For Assessment
Tiered Assignments and Products
Differentiated Instruction
Project- Based Learning
Core Prep Phase
All subjects
Assignments and products will be designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) will be the same, but the process and/or product will be varied according to the student’s level of readiness.
For example, students with moderate understanding about a topic will be asked to write an article. Students with a more advanced understanding will be asked to prepare a debate.
Focus task on a key concept
Use a variety of resource materials at different levels of complexity and associated with different learning modalities
Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration
Compacting Core Prep Phase
*Math
Compacting will involve a three step process:
1. assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master
2. create plans for what the student needs to know, and excuse the student from studying what he/she already knows
Thoroughly pre-assess the learner’s knowledge and document findings
Explain the process and its benefits to the student
Create written plans and timelines for study
Allow student choice in enrichment or accelerated study
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Method and Strategy
Curriculum/ Educational Focus Description of Strategy
Things to Consider For Assessment
3. create plans for freed-up time to be spent in enriched or accelerated study
For example, a ninth grade class is learning to identify the parts of fractions. Diagnostics indicated that two students already know the parts of fractions. These students are excused from completing the identifying activities, and are given projects.
Research
Core Prep Phase
Vocational/Career Exploration Phase
Science Curriculum
Social Studies Curriculum
The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upon the outcome of the research. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student completes his or her own research on the topic and develops a product to share with classmates.
For example, in a unit on ocean life, a student indicates that she wants to learn more about sharks. With the teacher’s guidance she develops research questions, collects information, and presents an oral report to the class about the feeding patterns of great white sharks.
Base the project on student interest
Provide guidance and structure to ensure high standards of investigation and product
Use timelines to help student stay on track and prevent procrastination
Use process logs or expert journals to document the process
Establish clear criteria for success
Establish rubrics
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School-wide academic and extra-curricular themes
Individual
Family
Community
Global
Project-Based Learning
Core Prep Phase
Vocational/ Career Exploration Phase
All core subjects
Students will work individually and collaboratively to complete one project per marking period in each core class.
For example, in a unit about the Civil War, students can choose to work in groups on one of four topics: free labor vs. slave labor, a biography of Robert E. Lee, women’s role in Reconstruction, or how trade was impacted.
Incorporate student interest
Encourage students to help create tasks and define products
Adjust for student readiness
Establish clear criteria for success: Rubric
Adjust blocks of work time based on student readiness
Flexible Grouping Project-Based Learning
Students will work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times based on interest and/or learning profile. Groups will be either be assigned by the teacher or chosen by the students. Students will be assigned purposefully to a group or assigned randomly. This strategy will allow students to work with a wide variety of peers and keeps them from being labeled as advanced or struggling.
For example, in a Math class, the teacher may assign groups based on their knowledge of basic skills, but allow students to choose their own groups for the themed projects.
Ensure that all students have the opportunity to work with other students who are similar and dissimilar from themselves in terms of interest, readiness, and learning profile
Alternate purposeful assignment of groups with random assignment or student selection
Ensure that all students have been given the skills to work collaboratively
Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced
Use rubric
Multiple Levels of Questions
Critical Thinking
Project-based
Teachers will adjust the types of questions and the ways in which they are
Use wait time before taking student
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Learning
Core Prep Phase
Vocational/ Career Exploration Phase
All subjects
presented based on what is needed to advance problem-solving skills and responses. This strategy will ensure that all students will be accountable for information and thinking at a high level and that all students will be challenged. Finally, all students will benefit from this strategy because all can learn from a wide range of questions and responses.
For example, the teacher prepares a list of questions about a topic that the whole class is studying. During a discussion, the teacher will ask initial questions to specific students, based on readiness. All students are encouraged to ask and answer follow-up questions.
answers
Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile
Encourage students to build upon their own answers and the answers of other students
If appropriate, give students a chance to talk to partners or write down their answers before responding
Use to enhance test-taking skills for standardized and diagnostic assessments
Coordinated Educational Plan
(CEP)
Personal Development and Goal Setting
Intrinsic Motivation
Character Development
This strategy will allow students to work at an appropriate pace to target learning and social goals. Further, it helps students work independently, learn planning skills and reflect on progress.
For example, a student indicates the she wants to set a goal to improve her attendance. The CEP will indicate the dates by which each step of the goal will be revisited.
Allow student choice in setting goals for themselves
Include both skill- and content-based learning in the CEP
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Career Exploration
Vocational Exploration Phase
Diagnostic assessments. Internships, apprenticeships, career exploration, field trips, paid work experiences, and service learning opportunities will be available to assist with the delivery of career exploration. For example, after students take a job and interest survey and express an interest in a particular career, the teacher or counselor will arrange job-shadowing opportunity.
Include choices that reflect a range of interests
Allow for research and/or job shadowing
Determine what success looks like
Allow for changes
Service Learning Project-based learning
Core Prep Phase
Vocational Exploration Phase
We will use this as a teaching and learning strategy that will integrate meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.
For example, the ninth grade class might develop an initiative to counter gang involvement by organizing a community gang prevention rally.
Allow for student input
Assess the process and collaborative efforts.
Assign roles and responsibilities
Use rubrics, reflections and interviews
Computer- Assisted Instruction
“Read Now Power Up”
Core Prep Phase Computer programs or high-tech equipment provide content instruction to students to enable them to meet standards and goals. For example students who score low on MAP test and WKCE will have time in their schedule allotted for computer- assisted instruction.
Use diagnostic assessments to determine time needed for computerized instruction
May measure student skill and progress
Allow for immediate feedback and reflection
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Appendix O Parent/Guardian Involvement
Milwaukee Excel High School Staff will be fully invested in active parental/guardian
engagement. At least 51% of the school’s parents will have consistant oppurtunites to
partcipate on various levels within the school. A Family Representative Board will be
created to work with the school’s leadership and assist with determining the direction and
strucutre of the school’s programing. Monthly parent/guardin meetings will be held to
address behavior issues, school performance, and other topics that are an interest to
parents . We will also seek guidance, support and direction from parents/guardians for
annual events such as: fundraiser, award ceramonies and family nights.
Milwaukee Excel High School will implement the Creating Lasting Family Connections
curriculum to the MEHS students and families. The Creating Lasting Families
Connections Curriculum, is recognized as a National Model by the Substance Abuse and
Mental Health Services Adminstration’s Center for Substance Abuse Prevention, as a
Model Family Stregthening Program by the Office of Juvenile Justice and Deliquent
Prevention, and as a Promising Program by the U.S Department of Education.
Appendix P
To further fulfill our educational mission and provide a structure for professional development,
our staff will be immersed in continuous school improvement processes and teacher training.
Initially, our professional development needs will be focused on setting goals and objectives in
establishing the project-base learning and PBIS frameworks. This professional development will
take place in the form of school improvement processes, observing best practices, developing
professional development plans, participating in workshops and in-services, and teacher
coaching.
Our professional development seeks to include the following strands:
Personal development
Orientation and Mentoring
Academic Quality
Learning, Teaching, and Assessment
Teambuilding
Leadership
Research and Knowledge Transfer
Health and Safety
Administration
Technical
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Appendix Q
Letters of Support (Submitted with original Proposal)
*See Attachment
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