Submitted by sarah.croft on Tue, 10/24/2017 - 23:30
Describe campus/program, goals, and theory of change

The campus wishes to:

  • Establish a foundation for support and implementation of the ECHS Program Cohort 1
  • Increase student attendance
  • Improve ELAR achievement
  • Grow in all other core areas
  • Build positive relationships with students
Describe Blueprint Benchmark strengths

BM 1:  Target Population criteria has been met by all ECHS program students

BM 2: Partnership Agreement is in place and meeting criteria

BM 6:  School Model is a SWS with ECHS students enrolled in core classes by section with a support structure that includes the Vice Principal, Assistant Principal Grade 9, and Counselor for Grade 9

Describe certifications
None were described by the Vice Principal but the Designation Application refers to three certificate programs that are open to all Kennedy High School students: Information Technology, Animation, and Criminal Justice.
Describe degrees
Associate of Arts
Again the program leaders stated that only the Associate of Arts would be offered, though the Designation Application indicates an Associate of Science pathway as well as several CTE pathways..
What areas of interest do you have for Technical Assistance (up to 3 areas, rank in order of importance)?
  • Common best practices as used by other similar size and model ECHS campuses
  • Warning of common pitfalls as experiences by other similar size and model ECHS campuses
  • Student progress monitoring systems

 

What tools or resources would be valuable to your campus to support your implementation of the blueprint?

The campus would like assistance is understanding the differences between the current and pending blueprint implementation and understanding the outcome based measures that the ECHS will be accountable moving forward in the SY2018-19.

What have been your challenges and how have you addressed them?

There was a very short initial timeline for 2016-17 recruitment of students and developing a implementation solid plan for 2017-18.  The ECHS program is moving forward with Cohort 1 of fifty students as recruited and meet the target population criteria.

School uses Innovative Instructional Strategies (i.e. PBL, CIF, PLTW, Rounds, New Tech) - please evaluate and describe
Disagree
School uses Innovative Instructional Strategies (i.e. PBL, CIF, PLTW, Rounds, New Tech) - describe
Instructional rounds are under initial implementation as initiated at the District level otherwise innovation instructional strategies for the ECHS program students do not appear to be different from the non-ECHS population.
School uses technology effectively - please evaluate and describe
Neutral
School uses technology effectively - describe
All classrooms are equipped with a Promethean Board; students have access to I-Pads, lap tops, slates, and computer labs; and integration of technology is left to discretion of teacher of record.
School develops and offers valuable Work-Based Experiences and Internships - please evaluate and describe
Disagree
School develops and offers valuable Work-Based Experiences and Internships - describe
All current work based experience and internships are in place for the Law Enforcement and Wells Fargo CTE program partnerships for the non-ECHS students. Plans are under construction to eventually add these types of experience for ECHS program students.
School promotes an effective Advisory Board Make Up and Work - please evaluate and describe
Neutral
School promotes an effective Advisory Board Make Up and Work - describe
The ECHS Steering Committee as described in the Designation Application for Benchmark 3 P-16 Initiatives is the only working group currently supporting and funding the ECHS program.
School offers effective Student Support and Academic Counseling - please evaluate and describe
Neutral
School offers effective Student Support and Academic Counseling - describe
There is a team approach that is comprised of the ECHS Leader, Grade 9 administrator, Grade 9 counselor and the campus social worker.
School employs effective Teacher and Staff Development Plan - please evaluate and describe
Disagree
School employs effective Teacher and Staff Development Plan - describe
The campus has PLCs that meet twice a month to focus on student engagement, student voice, and alignment of content. There are six instructional coaches that support the work of the all core content teachers and ESL students. There is currently no separately dedicated plan for core teachers of ECHS students.
School employs effective Dual Credit/AP/IB Policies and Procedures - please evaluate and describe
Neutral
School employs effective Dual Credit/AP/IB Policies and Procedures - describe
The traditional Dual Credit course offerings and teachers are operating under the longstanding DC agreement with the IHE partner. All core teachers have received GT training, Advance Placement or Pre-Advanced Placement training. The AP and Pre-AP implementation of instruction is left to the core departments and teachers. There are no IB courses at this campus.
School effectively implements DC/AP/IB - please evaluate and describe success/challenges with implementation - please evaluate
Neutral
School effectively implements DC/AP/IB - please evaluate and describe success/challenges with implementation - describe
The success noted by Dr. Herrera is that all teachers have had the access to and participated in the AP, Pre-AP, and GT training. The challenge is embedding and implementing high expectations and strategies into the lesson plans with appropriate texts and resources for DC, AP, and Pre-AP students.
School offers effective Bridge Program(s) - please evaluate and describe
Disagree
School offers effective Bridge Program(s) - describe
There was no "Bridge" to Grade 9 executedfor this year.
School offers valuable Internship Opportunities - please evaluate and describe
Neutral
School offers valuable Internship Opportunities - describe
Currently the internship opportunities occur for students who participate in the Law Enforcement program funded through CTE funds. ECHS student opportunities will be explored and developed as the program scales up to years 3 and 4..
School offers effective Student Capstone Projects - please evaluate and describe
Neutral
School offers effective Student Capstone Projects - describe
These types of opportunities for ECHS students are not in place and they will be explored and developed as the program scales up.
School offers effective Mentoring Program(s) - please evaluate and describe
Neutral
School offers effective Mentoring Program(s) - describe
Each ECHS student is enrolled in a MAPS class that focuses on TSI preparation, college readiness skills, and receives mentoring and guidance from the instructor. This appears to the be only class setting in which the ECHS students are in a cohort.
School offers engaging and effective Academic Clubs and Extra-Curricular Activities - please evaluate and describe
Neutral
School offers engaging and effective Academic Clubs and Extra-Curricular Activities - describe
ECHS students are allowed to participate fully in any academic club or extra-curricular activities as desired and offered by the comprehensive high school program.
Describe IHE Partners and level of support including use of facilities

It is projected that during this first year ECHS students will have access throughout year to the IHE facilities with limited use of the library, computer labs, study rooms, science labs, student services, bookstore, athletic facilities, and possibly food services. As part of the recruitment process for the SY2018-19, all 8th graders have the opportunity to visit the IHE campus prior to entering 9th grade.

School provides purposeful and effective Program Pathways (with key courses) - please evaluate and describe
Neutral
School provides purposeful and effective Program Pathways (with key courses) - describe

Currently, the only four-year course plan/pathway cited by the program leader is an Associate in Arts Degree plan though the Designation Application indicates an Associate of Science pathway as well as several CTE pathways..

Describe established workforce/industry partnerships and level of support

There are no workforce/industry partnerships in place at this time.

Provide a preliminary rating for Blueprint benchmark 'Target Population' (ECHS)
4
Provide a preliminary rating for Blueprint benchmark 'Partnership Agreement' (ECHS)
4
Provide a preliminary rating for Blueprint benchmark 'Leadership Initiatives' (ECHS)
4
Provide a preliminary rating for Blueprint benchmark 'Curriculum and Support' (ECHS)
4
Provide a preliminary rating for Blueprint benchmark 'Academic Rigor and Readiness' (ECHS)
6
Provide a preliminary rating for Blueprint benchmark 'School Design' (ECHS)
4
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Rating

Program 16-17 SAT Average (#)
0
Program 16-17 ACT Average (#)
0
Program 16-17 AP Course Credit Awarded (# hours)
0
Program 16-17 DC Course Credit Awarded (# hours)
0
Program 16-17 Students taking TSI math (#)
0
Program 16-17 Students passing TSI math (#)
0
Program 16-17 Students taking TSI reading (#)
0
Program 16-17 Students passing TSI reading (#)
0