Presentation on theme: "Collegiate High Schools Charter Vs. Program Developmental Education Summit October 29, 2014 Nick Barys, Graduate-NWFSC Collegiate High School Anthony Boyer,"— Presentation transcript:
Collegiate High Schools Charter Vs. Program Developmental Education Summit October 29, 2014 Nick Barys, Graduate-NWFSC Collegiate High School Anthony Boyer, Principal-NWFSC Collegiate High School Sasha Jarrell, Vice President of Academic Affairs 1
Agenda Overview of Senate Bill 850 – Program Vs. Charter Comparison Overview of NWFSC’s Collegiate High School – Parent Information Session Highlights of NWFSC Collegiate High School – Student Led Conference – Capstone Presentation 2
OVERVIEW OF SENATE BILL 850 Sasha Jarrell, Vice President of Academic Affairs 3
A year ago… The Tampa Tribune, Tuesday, Oct 28, 2013 Legg pushes for associate’s degrees for high school students “…The 15-year-old ninth-grader and 43 of his classmates are already taking courses for college credit through Leto High School’s Collegiate Academy, which launched in the fall and allows students to work toward an associate’s degree at no cost.Leto High School’s Collegiate Academy If the Florida Legislature passes a bill filed last week by Senate education committee chairman John Legg, there will soon be more programs like the one at Leto throughout the state. John Legg The Lutz Republican, whose district includes parts of Pasco and Hillsborough counties, wants to require institutions in the Florida College System to work with school districts to establish collegiate high schools such as Leto’s academy, which is offered as a magnet program through a partnership between Hillsborough Community College and the Hillsborough County school district…” http://tbo.com/senate-bill-calls-for-increase-in-number-of-collegiate-high-schools-in-florida-20140216/ 4
Senate Bill 850 Collegiate High School Program Creates s. 1007.273 F.S. to establish the Collegiate High School Program At a minimum, a collegiate high school program: – Is available to eligible public school students in grade 12 (grade 11 is optional); – Allows eligible students to participate for at least one full school year; – Allows eligible students to earn CAPE industry certification(s); and – Allows eligible students to complete 30 college credit hours through early admission, i.e. full-time dual enrollment, towards an associate or baccalaureate degree. http://info.fldoe.org/docushare/dsweb/Get/Document-7134/dps-2014-136.pdf 5
Senate Bill 850 Collegiate High School Program Contract required by January 1, 2015 The minimum requirements of the contract are specified in s. 1007.273, F.S. and include: – Grade levels to be included; – Description of the program including the delineation of the courses and industry certifications offered, including online course availability; high school and college credits earned; student eligibility criteria; enrollment process; – Description of the methods, medium and process by which students and parents are informed; – Identification of instructional methods and instructors for all courses; – Identification of student advising and progress monitoring mechanisms – Description of program review protocols and student performance reporting mechanisms; and – Description of the funding arrangements. Program Implementation begins with 2015-2016 school year http://info.fldoe.org/docushare/dsweb/Get/Document-7134/dps-2014-136.pdf 6
What is a Charter School? A charter school is a public school of choice that is developed by a private, usually nonprofit, group using public funds to serve public school students in a given community. Charter schools are guided by a governing board and operate under a contract (or charter) with their sponsor which frees them from many of the regulations for traditional public schools. Under * s.1002.33, F.S., the district school board in which the charter school is located is the sponsor, or authorizer. District staff provide support and monitor compliance. Charter schools may be started by an individual or group of parents, community leaders, teachers, businesses, municipalities, community colleges, or other legal entities organized under the laws of the state. Charter schools are often designed to target specialized or underserved populations. A charter school may offer a specialized curriculum (such as arts, science or career education), focus on at-risk students, students http://www.floridaschoolchoice.org/information/charter_schools/files/How_to_Start_Charter_School_in_Florida.pdf 7
Collegiate High School Program Vs. Charter Program Could be as simple as a repackaging of a College’s Early Admission Program as long as the program meets the approval of both the district and the institution and the program meets the requirements outlined in s. 1007.273 F.S. Funded per student credit hour at standard tuition rate. Charter Community college charter schools are statutorily authorized when a public community college, in cooperation with the school board or boards within the college’s service area, develops a charter school that offers secondary education and allows students to obtain an associate’s degree upon graduation from high school. Funded per student FTE. 8
How are Charter Schools Funded? Charter schools are funded through the Florida Education Finance Program in the same way as all other public schools in the school district. The charter school receives operating funds from the Florida Education Finance Program (FEFP) based on the number of full-time (FTE) students enrolled. Charter school funding includes gross state and local funds, discretionary lottery funds, and funds from the school district's current operating discretionary millage levy; divided by the total funded weighted full-time equivalent (FTE) students in the school district; multiplied by the weighted FTE students in the charter school. Charter schools are entitled to their proportionate share of categorical program funds, for eligible students and programs. Charter schools may also access federal funds through a competitive grant process that awards funds to charter schools for the following purposes: – Planning and Implementation - the Florida Department of Education administers the Charter Schools Program (CSP) Planning and Implementation grant through a request for proposals (RFP) process each year. The general purpose of this grant is to provide financial assistance for the planning, program design, and initial implementation of charter schools and expand the number of high quality charter schools in Florida. – Dissemination - This competitive grant aids successful charter schools in the dissemination of best practices and other information about charter schools. Charter schools in operation for at least three years who have not previously received a dissemination grant may be eligible to apply. Additional eligibility criteria may be established by the Department and may vary with each application cycle. Virtual charter schools are funded in accordance with s. 1002.45(7), F.S. https://www.floridaschoolchoice.org/information/charter_schools/faqs.asp 9
Charter School Statutes The 2002 Florida School Code adopted by the Florida Legislature provides parents and students with numerous statutory rights for educational choice. Those related to Charter Schools are listed below: Section 1002.33 - establishes charter schools. Under this law, private entities may enter into charters with school boards to provide educational services to district students. State universities may grant charters to lab schools created under s.1002.32. This law provides information on the application process and review, charter school requirements, charter funding, exemptions from statute, etc. Section 1002.33s.1002.32 Section 1002.345 - establishes criteria and requirements for charter schools experiencing a deteriorating financial condition or a state of financial emergency. Section 1002.345 Section 1013.62 - establishes charter school eligibility requirements, procedures, and uses for capital outlay funding. Section 1013.62 https://www.floridaschoolchoice.org/Information/Charter_Schools/statutes_and_rules.asp 10
Charter School State Board of Education Rules Appeals Rule, SBE 6A-6.0781 - establishes procedures for appealing a district school board decision to deny an application for a charter school. Appeals Rule, SBE 6A-6.0781 Applicant Training Standards Rule, SBE 6A-6.0785 - establishes a procedure by which sponsors may require charter applicants to attend training provided by the sponsor in lieu of the training provided by the Department. Applicant Training Standards Rule, SBE 6A-6.0785 Capital Outlay Rule, SBE 6A-2.0020 - clarifies eligibility requirements for capital outlay funding by defining expanded feeder chain and the method for determining satisfactory student achievement. Capital Outlay Rule, SBE 6A-2.0020 Charter School Corrective Action and School Improvement Plans. Charter School Corrective Action and School Improvement Plans Conversion Charter Ballot Process SBE 6A-6.0787 - establishes a procedure by which parents and teachers of public school may vote to submit an application for conversion to chater status. Conversion Charter Ballot Process SBE 6A-6.0787 Governance Training Rule, SBE 6A-6.0784 - establishes procedures for the approval of charter school governance training submitted to the Florida Department of Education by potential training providers. Participation in approved governance training is a statutory requirement for the governing bodies of all charter schools in Florida. Governance Training Rule, SBE 6A-6.0784 Model Forms Rule, SBE 6A-6.0786 - provides the required model application format for potential charter school developers, an evaluation instrument for sponsors, and a model charter contract format. Model Forms Rule, SBE 6A-6.0786 Monthly Financial Statement and Financial Condition Rule, SBE 6A-1.0081 - establishes requirements related to the monthly financial statement that a charter school must complete and submit to its sponsor and establishes procedures for developing financial recovery and corrective action plans and determining a deteriorating financial condition. Monthly Financial Statement and Financial Condition Rule, SBE 6A-1.0081 Notice Requirements for Performance Data, SBE 6A-6.0788 - outlines the manner in which charter schools will provide student performance data to required recipients. Notice Requirements for Performance Data, SBE 6A-6.0788 https://www.floridaschoolchoice.org/Information/Charter_Schools/statutes_and_rules.asp 11
How long does it take to start a charter school? Developing and opening a charter school is a long-term commitment. Founders should allow at least two years from vision to reality. Building a strong founding group and ensuring sound research, planning and implementation will take considerable time and dedication from all involved. The process may be divided into the following phases. – Vision/Team Building – Research and Development – Application and Approval – Preparing to Open – Moving Forward http://www.floridaschoolchoice.org/information/charter_schools/files/How_to_Start_Charter_School_in_Florida.pdf 12
How does the application process work for a charter school? As required in s.1002.33(6), F.S., a school board receives and reviews all charter school applications and, within 60 days of receipt, must approve or deny the application. All charter applicants must prepare and submit an application on a model application form prepared by the Department, which: – Demonstrates how the school will use the guiding principles. – Provides a detailed curriculum – Contains goals and objectives for improving student learning. – Describes the separate reading curricula and differentiated strategies. – Contains an annual financial plan If a school board denies an application, it must provide specific written reasons within 10 calendar days. The charter school applicant then has 30 calendar days to appeal the denial. The appeal is reviewed by the State Board of Education and the State Board’s decision is a final action subject to judicial review. https://www.floridaschoolchoice.org/information/charter_schools/faqs.asp 14
What we have learned from research High school age students can do college level work Raise the academic and behavioral bar and students will meet/exceed expectations “The High School Experience” is not the same for everyone Academic stretches produce personal satisfaction Schools should and can provide a student centered culture Small schools are at least as important as small classes Students of varying abilities and backgrounds can succeed with appropriate academic support Protecting instructional time produces academic success Satisfactory test scores (FCAT) result from sound educational strategies applied regularly and assessed frequently Opportunities for students to be engaged and assume responsibility have to be provided Time to reflect, revise, and revisit is necessary for a students’ retention and application of knowledge.
PURPOSE The purpose of the Collegiate High School at NWFSC is to provide an education for serious, motivated high school students who desire to undertake college-level study. Incoming students have the opportunity to complete a high school diploma and an associate degree, simultaneously.
CHS: A Public Charter High School Charter with the county through 2027 2014-2015 Capacity = 285 students in 10 th, 11 th & 12 th grades NWFSC District Board of Trustees serves as the school’s governing board. CHS also has a School Advisory Council in place. SACS/AdvancED accredited Offers standard high school diploma – 24 credits and the opportunity for an associate degree
COLLEGIATE HIGH SCHOOL CONCEPT and MISSION Charter School —Research Based Practices A small school with a student centered culture MOTIVATED, serious students can earn high school & college credit simultaneously Enjoy access to all of the college’s resources and atmosphere Varied instructional & delivery methods Technology embedded in school experience Good readers make good writers and thinkers.
Advanced/Accelerated CURRICULUM Two Programs of Admission Pre-Collegiate (10 th Grade Only) Collegiate - Requires minimum GPA and Placement Scores (10 th through 12 th grades) 10 th Grade Mixture of high school only and college credit courses 11 th and 12 th Grades College and high school credits as appropriate
The School Day The school day for sophomores is 9:10 to 3:10, Monday through Friday. The school day varies for juniors and seniors. All classes are taken on the Niceville Campus. Transportation is provided within Okaloosa County. CHS has a180-day school year. CHS follows the NWFSC calendar. Vacation days vary from the county school calendars.
Opportunity to Excel All students take higher level courses, high school or college Collegiate students are enrolled in college courses hence the rigor of the courses is at the college level Collegiate students will be exposed to diverse student backgrounds and ages Students learn the skills to be successful students at institutes of higher education High school classes follow the Florida Standards.
INNOVATIVE CHARACTERISTICS of CHS School-wide reading program: “Read This!” and “Reading Across the Genres” Small School Atmosphere with a customized touch Annual Student Led Conferences Students in charge and engaged Academic Seminar addressing College and Career Planning Academic Performance Data Senior Capstone Project Mini-mester seminars/short courses
READ THIS! For the Joy and Value of Reading To be Educated Is To Be Well-Read in Many Genres CHS Diploma Represents a Higher Standard
VISITING AUTHOR PROGRAM Mary Anna Evans Thom Gossom Tobias Wolfe Jean Sasson Ann Patchett Ann Gibbons Homer Hickam Martha LaGuardia- Kotite
Senior Capstone Project CHS Graduation Requirement Processes relevant to skills needed after high school Project or field work: a student selected project that provides the students a learning stretch and requires at least 15 hours of work outside of school Research Paper: a documented paper that supports the student’s project topic. Portfolio: a notebook that documents the student’s capstone journey. Presentation: an 8-12 minute speech that showcases the student’s research and the project. Presented to a panel of judges.
ACTIVITIES AND CLUBS CHS provides a wide array of student activities such as student government, Academic Team, Interact, National Honor Society, Yearbook, prom, Art Club, and more. Students may also participate in activities on the college side such as Forensics and Brain Bowl teams, Phi Theta Kappa college honor society, Show Choir, Dance Facets, youth symphony orchestra and more. Collegiate High students may participate in extra- curricular activities, such as band and sports teams, at their regional public high school if these activities fit into the student's daily schedule
Major Accomplishments 2010 & 2011 Highest Scoring A+ High School in Florida! 2006 and 2013 National Blue Ribbon School Highest scoring A+ School in the district and in top 1% in State of Florida for thirteen consecutive years Governor’s Commendation as top high school in Okaloosa County “High Performing“ standards met for all FCAT subjects 92%+ parent and student satisfaction rates Four members of the class of 2014 named as National Merit Semi-Finalists 76% of graduates qualify for Bright Futures 90% of graduates also earned associate degrees Students now at universities in Florida and around the country Thus far, instructional costs savings to state exceed $30 million. Combined tuition savings for parents $13.0 Million
What is Capstone? A project completed by each senior, consisting of a minimum of fifteen hours of field work. Capstone is a graduation requirement for all CHS students. Students choose their projects – career, service, or area/skill of interest. A service to others component is required.
Product and Learning Log Field Work: Must be a “stretch” 15+ hours Can not be tied to a job or a class. Students must find an expert in the field to work with them. Learning Log: A journal of the field work experience Includes pictures, documents, e-mails, pamphlets, business cards, etc.
Research Paper Approved topic linked to Senior Project topic Average 5-8 pages long Must be written in proper MLA format.
Panel Presentation formal presentation in front of 3-5 volunteer judges from the community 8-10 minute speech about entire project experience Questions from the judges.
Before the Presentations Review the portfolios for content – you do not need to grade the portfolios. Comments can be made using post-it notes During the Presentations At the end of the Presentations Ask questions about the field work, paper, what ever you would like to know from the student Complete evaluation – Written feedback is appreciated
HIGHLIGHTS OF NWFSC’S COLLEGIATE HIGH SCHOOL Capstone Presentation Nick Barry, Former Student 49
Restoration and Management of the Longleaf Pine Ecosystem By Nicholas Barys Expert in the Field: Bob Walker Organization: Nokuse Plantation
Initial Interest Enthusiastic about reptiles and amphibians Started by working with Gopher Tortoises
Field Work Manual Labor – Gardening Liatris sp, Goldenrod – Prepare burn line
Field Work Prescribed burning – Requirements of burn on vegetation Wiregrass – Eliminate and thin out oaks (Loral) and pines (slash and sand) – Longleaf needle length
Field Work – More on Burning Burn line selection Clothing Wind change
Field Work Management – Sand hill ecosystem Education – E.O. Wilson Biophelia Center Example of what a Sand Hill ecosystem should look like at first glance.
Research Paper Eastern Diamondback Rattlesnakes preference for Longleaf Pine Ecosystem Food – Flora seeds for rodents Shelter – Grass, loose soil, pine foliage vs. oak foliage Hibernation / Brumation – Old root systems
Obstacles Working alone – Expert lives in Tallahassee Florida Out-of-focus Pictures and natural color-contrast Radio interference
59 Anthony Boyer Principal – Collegiate High School Northwest Florida State College firstname.lastname@example.org Sasha L. Jarrell, Ph.D. Vice President – Academic Affairs Northwest Florida State College email@example.com