buildinghybridhighschools.files.wordpress.com · Web viewThe Hybrid High School Model. 2010 Report. A Report of the Hybrid High School Enterprise. ABSTRACT . The Hybrid High School

The Hybrid High School Model

2010 Report

A Report of the Hybrid High School Enterprise

ABSTRACT

The Hybrid High School (HHS) Model calls for the application of three principles—

skills, work, and office—to create a powerful high school experience. The skills principle

requires students to practice and track their development of specific skills through

experiences both inside and outside the classroom. The work principle calls for students

to complete tasks outside the classroom and to be evaluated as well as reflect on their

performance. The office principle requires students to have an individual space that

includes a desk and chair, a place to store their belongings and a computer where they do

their work. This report describes and supports a Model that will (1) give students the

necessary skills to pursue a career later in life, with or without post-secondary education,

(2) help students become effective citizens and (3) help more students pass the

coursework and tests to earn a diploma. The Model provides direction for a basic design

for a new school and suggests ways to improve existing schools if partially implemented.

A final section will describe plans for products to be developed, tested and distributed in

2010.

This project was made possible, in part, through Enitiative. Enitiative (the Syracuse Campus-Community Entrepreneurship Initiative) which is funded by a grant from the Ewing Marion Kauffman Foundation of Kansas City, MO, focusing on entrepreneurship in the arts, technology, and Syracuse neighborhoods. www.entrepreneurship.syr.edu. Staff and financial support was also provided by the Public Affairs Program of the Maxwell School and the College of Arts and Sciences at Syracuse University.

TABLE OF CONTENTS

Abbreviated Version

Introduction………………………………………………………………………………1

Skills………………………………………………………………………………………4

Work………………………………………………………………………………...……9

The Office Setting………………………………………………………………………15

Hypothetical Four-Year Schedule……………………………………………………..21

Plans for 2010……..……………………………………………………………………27

Appendix I: Hybrid High School Skills List and Definitions

Appendix II: Cross-References with Skills Lists

Appendix III: Levels of Skill Proficiency

Appendix IV: Lists of Potential Work Activities

Appendix V: Example Evaluation Sheet for Work Activities

Appendix VI: Report on Office School Visit in November 2009

Note: This version may not contain the appendices listed in the table of contents. If you would like to see the appendices please request them by emailing Adam Patrick – [email protected] or go to www.buildinghybridhighschools.wordpress.com for a full version of the report

HHSE Table of Contents

The Hybrid High School Model

2010 Report

A Report of the Hybrid High School Enterprise

ABSTRACT

The Hybrid High School (HHS) Model calls for the application of three principles—

skills, work, and office—to create a powerful high school experience. The skills principle

requires students to practice and track their development of specific skills through

experiences both inside and outside the classroom. The work principle calls for students

to complete tasks outside the classroom and to be evaluated as well as reflect on their

performance. The office principle requires students to have an individual space that

includes a desk and chair, a place to store their belongings and a computer where they do

their work. This report describes and supports a Model that will (1) give students the

necessary skills to pursue a career later in life, with or without post-secondary education,

(2) help students become effective citizens and (3) help more students pass the

coursework and tests to earn a diploma. The Model provides direction for a basic design

for a new school and suggests ways to improve existing schools if partially implemented.

A final section will describe plans for products to be developed, tested and distributed in

2010.

This project was made possible, in part, through Enitiative. Enitiative (the Syracuse Campus-Community Entrepreneurship Initiative) which is funded by a grant from the Ewing Marion Kauffman Foundation of Kansas City, MO, focusing on entrepreneurship in the arts, technology, and Syracuse neighborhoods. www.entrepreneurship.syr.edu. Staff and financial support was also provided by the Public Affairs Program of the Maxwell School and the College of Arts and Sciences at Syracuse University.

HHSE Abstract Page | 3

TABLE OF CONTENTS

Abbreviated Version

Introduction………………………………………………………………………………1

Skills………………………………………………………………………………………4

Work………………………………………………………………………………...……9

The Office Setting………………………………………………………………………15

Hypothetical Four-Year Schedule……………………………………………………..21

Plans for 2010……..……………………………………………………………………27

Appendix I: Hybrid High School Skills List and Definitions

Appendix II: Cross-References with Skills Lists

Appendix III: Levels of Skill Proficiency

Appendix IV: Lists of Potential Work Activities

Appendix V: Example Evaluation Sheet for Work Activities

Appendix VI: Report on Office School Visit in November 2009

Note: This version may not contain the appendices listed in the table of contents. If you would like to see the appendices please request them by emailing Adam Patrick – [email protected] or go to www.buildinghybridhighschools.wordpress.com for a full version of the report

HHSE Table of Contents

INTRODUCTION

High schools in the United States today provide a broad range of academic and non-

academic activities. On the one hand, traditional classroom-based coursework generates

credit needed for most graduation requirements. On the other hand, students’ activities,

community service, internship opportunities and jobs occupy much of their time and

interest.

Unfortunately, the academic and the non-academic are almost never effectively

integrated and frequently create competing demands which weaken the educational

impact of each. Academic activities are presented and evaluated in a highly structured

manner, which gives the appearance—if not the reality—of rigor. Few students are

motivated to learn the material for any reason other than getting high grades. Many

students are more engaged and invested in the non-academic activities. These activities,

however, are rarely monitored and evaluated. If they were, they would help build many

of the skills and attitudes that lead to successful careers and effective citizenship.

This report describes a model based on Bill Coplin’s experiences1 and the research done

by the Hybrid High School Enterprise over the past four months.

The Hybrid High School Enterprise consists of a group of students in a class that met in

fall 2009 under the leadership of a senior, Adam Patrick, and Professor Bill Coplin as

well as network of advisors that provided feedback on products and guidance for

research. The Enterprise’s goal was to refine and promote the Hybrid High School

Model. The Enterprise is an experiment in social entrepreneurship with the support of

1 Bill Coplin has worked with hundreds of high school teachers as a result of his role in designing the original Participation in Government course requirement for the New York State Department of Education in the l980’s. He participated in the design of the High School for Leadership and Public Service in New York City in the early 1990’s. He also designed and helped to shape a half day school program called The Community Link Program in the City of Syracuse in the late 1990’s. He has been on the advisory board of Institute for Science and Technology which opened in 2008 in the City of Syracuse. Finally, Bill Coplin’s freshman course, Introduction to the Analysis of Public Policy is taught in more than 50 high schools, primarily in New York State.

HHSE Introduction Page | 5

Syracuse Campus-Community Entrepreneurship Initiative and will ultimately have a set

of products and services provided to high school educators who want to implement the

Model. This Enterprise includes the following students:

Forrest BallSara BobakKelsie BouchardAshley HaskinsEmma KinzerZach Lax

Katie LewinskiJulianna MalogolowkinChristina SterbenzDulcinea StukDanielle SuttonPerry Thurston

The report provides a discussion of each of the three principles—skills, work, office—a

hypothetical schedule to illustrate how this model integrates the three principles, and

plans for the future. The series of appendices provides more detailed examples.

The HHS Model is considered “hybrid” because it combines the academic and non-

academic components of the high school experience. The model is built on three related

strategic principles:

1. SKILLS – Students, faculty and staff will devote as much time and energy to

developing general skills as they do to the content of the curriculum.

2. WORK ACTIVITIES – Students will be required to participate in structured

“work activities” outside of traditional classroom-based activities. These include

the typical extra-curricular activities like athletics and student organizations as

well as community service, internships and jobs. Time on task and levels of

performance must be met in these activities for graduation.

3. OFFICE – Students will have their own individual “office” spaces which serve as

locations for their academic and experiential activities. They will attend

educational sessions and team meetings but return to their office spaces to

reinforce the academic sessions and follow up on the team meetings. Time in the

office will also allow for study time, individual instruction—both remedial and

supplemental—as well as practice for standardized tests.

The Model will support the following three goals of all high schools:


1. Preparing students to pursue a viable career path after high school or post-

secondary education. This includes college readiness for most students.

2. Developing the willingness and ability of students to take on the responsibilities

of effective citizenship

3. Helping students pass the coursework and test components required for a high

school diploma

The Model acknowledges other goals that many high schools strive for including:

college preparation, personal development, learning for the sake of learning, appreciation

of the arts and literature, and other specific themes. The Model will help students with

these goals however the primary purpose of the Model is to improve career development,

citizenship and graduation rates. The Model is intended to help students with a variety of

socioeconomic and cultural backgrounds and believes that most high schools must do a

better job of helping students explore careers, develop the skills employers want and

become active and effective citizens. Many high schools, particularly in disadvantaged

areas, must also improve graduation rates.

Most high schools in the United States are moving towards an emphasis on skills and

extra-curricular activities as well as physical configurations different from the traditional

classroom. However, few have realized the potential of all three elements and none have

integrated the three. The HHS Model suggests how skill development, project- and

office-based learning, and the evaluation of students’ extra-curricular activities can play a

larger role than it does in most high schools. It also strengthens the role of the three

elements by integrating them so that they reinforce rather than compete with traditional

academic coursework. The Model assumes that traditional academic programs will be

used as much as they are now, but that skills, work and office can enhance both the

academic and non-academic components of high schools. The Model provides direction

for a basic design for a new school and a way to improve existing schools if partially

implemented.


SKILLS

The HHS Model is driven by the simple idea that “it’s the skills, stupid.” The Model lists

forty skills required for both a successful career in any field, effective citizenship and

high school graduation. A high school based on the Model must use a list, but not

necessarily this specific list, as a guideline for the entire range of experiences during their

high school career. Students who graduate from such a high school will have developed a

reasonable level of proficiency in all skills presented to students as they begin high

school.

The focus on skills is suggested in a variety of academic studies, including a book written

by two economists, Richard J. Murnane and Frank Levy, Teaching the New Basic Skills:

Principles for Educating Children to Thrive in a Changing Economy (1996). The book

suggests the importance of the three Rs (reading, writing, and arithmetic) as well as soft

skills like teamwork and communications. A recent U.S. News & World Report article

(November 25, 2009), “11 Skills You’ll Need in a Career” by Lynn F. Jacobs and Jeremy

S. Hyman also supports many of the HHS skills. The article highlights the importance of

written and oral communication skills, teamwork, time management, and multitasking.

The Skills List

Table 1 below is a list that identifies forty skills grouped into ten categories. Ten Things

Employers Want You to Learn in College (Ten Speed Press 2003) by Bill Coplin fully

discusses 38 of the skills while two, “Be Ethical” and “Skill Planning,” have been added

since the book was written. Appendix I provides detailed definitions for each of the forty

HHS skills.

HHSE Skills Page | 8

Table 1: Hybrid High School Skills

1.0 Establishing a Work Ethic 6.0 Influencing People1.1 Self-Motivate 6.1 Manage Efficiently1.2 Be Honest 6.2 Sell Successfully1.3 Be Ethical 6.3 Politick Wisely1.4 Manage Your Time 6.4 Lead Effectively1.5 Manage Your Money 7.0 Gathering Information1.6 Skill Planning 7.1 Use Library Holdings

2.0 Developing Physical Skills 7.2 Use Commercial Databases2.1 Stay Healthy 7.3 Search the Web2.2 Look Presentable 7.4 Conduct Interviews2.3 Type Well 7.5 Use Surveys2.4 Take Legible Notes 7.6 Keep and Use Records

3.0 Communicating Verbally 8.0 Using Quantitative Tools3.1 Converse One-on-One 8.1 Use Numbers3.2 Present to Groups 8.2 Use Graphs and Tables3.3 Use Visual Displays 8.3 Use Spreadsheet Programs

4.0 Communicating in Writing 9.0 Asking and Answering the Right Questions

4.1Write Well 9.1 Detect Nonsense4.2 Edit and Proof 9.2 Pay Attention to Detail4.3 Use Word-Processing Tools 9.3 Apply Knowledge4.4 Send Information Electronically 9.4 Evaluate Actions and Policies

5.0 Working Directly With People 10.0 Solving Problems5.1 Build Good Relationships 10.1 Identify Problems5.2 Work in Teams 10.2 Develop Solutions5.3 Teach Others 10.3 Launch Solutions

The list is based on interviews with corporate professionals, career advisers, various

studies as well as forty years of experience advising and teaching undergraduates at

Syracuse University. In addition, the staff of the HHS Enterprise researched and

interviewed the following existing programs and operating schools to identify the skills:

Skills Lists Researched

AchieveBerea College

Big Picture LearningEquipped for the Future*


Future Business Leaders of AmericaJunior AchievementKnowledge is Power Program (KIPP)New York State Learning Standards

Suncoast Polytechnical High School*Texas Future Teachers of AmericaTeach for America21st Century Skills*

These lists overlapped a great deal with the Model’s forty skills. Of these, 21st Century

Skills, Equipped for the Future and Suncoast Polytechnical High School were the closest

matches and the most comprehensive. Appendix II shows how those three lists

correspond with the Model’s list.

Designers of high school programs can use the HHS list or one of the other lists

appearing in Appendix II as a starting point and then develop their own list. The most

important requirement of the lists is that students understand the skills. The Enterprise

has tried to avoid jargon and put the skills in terms that high school students can

comprehend. In addition, the list does not just enable students to understand it better but

also allows measurement of the skills through a clear set of guidelines. Designers should

agree on a list or a revised form of this list as a starting point. The list gives direction to

students and a framework for promotional material, syllabi, curricular design and

program evaluation.

Academic Coursework

Traditional academic coursework required for high school graduation can incorporate the

skills in two ways. First, students should be introduced to the list of skills in the recruiting

material for the high school and during the first week of the 9th grade. A half-credit

course entitled Career and Skill Development offered each semester throughout the four

years will help students focus on the skills they need to develop and facilitate continuous

evaluation among other things (see the next section for more on the course). Students will

complete self-evaluations of their skills each semester. During the semester, students will

prepare logs indicating which skills they have practiced in their academic courses. In this

way, students will see their coursework both for its content and skill development.

Second, faculty will design course content with the skills list in mind and highlight the

major skills that will be practiced in the course. The specific skills will be provided at the


outset of the course and periodically mentioned throughout their courses. Since teachers

already help students develop many of the skills as part of their educational goals, this

requirement should not necessitate major changes in the content of the course. It may,

however, encourage a different approach to delivering the content. For example, team

projects within the course will help students practice many of the skills in the category of

working with people. All course syllabi are required to have a set of content and skill

objectives specific to the course.

With constant reminders through the Career and Skill Development course and the

faculty in their courses, students will focus on developing the forty skills. The Model

assumes that if students have a clear picture of the skills they are supposed to be

developing and can monitor that learning, they will develop their skills.

Work Activities

The Model requires opportunities for enhanced skill development through a full range of

activities outside of the classroom. All work activities will be organized, evaluated and

supplemented in the Career and Skill Development course required each of the four years

of high school. The activities discussed here are explained in more detail in the next

section of this paper.

Students should view every work activity—whether assisting teachers, participating in

athletic programs, doing community service or working at a part-time job—as

opportunities to develop their skills. Students will be evaluated on their “job”

performance and at the same time, will be required to complete self-evaluations on which

skills they practiced during the experience. Alerting students to opportunities to practice

skills in these settings will enhance their skill development.

Appendix III contains a list of “levels of skill proficiency” for each of the forty skills.

The list is organized into four levels ranging from no proficiency to high proficiency. The

list is designed to be used by students to track their progress over their four years of high

school. Teachers of the Career and Skill Development course can use these levels of skill

proficiency to organize their curricula and evaluate student skill levels.


Achieving the Three Goals through Skills

“It’s the skills, stupid” is the driving force behind the HHS Model. By practicing the

skills throughout their four years of high school, in both academic courses and work

activities, students will begin to understand the necessities of a successful career and

which skills they like to exercise and can do well. Also, effective citizenship requires the

use of many of the skills like using simple statistical techniques and interpreting survey

results and soft skills like influencing people and problem-solving. The skills approach is

applicable to coursework, and by improving their skill sets, students will improve their

chances of meeting graduation requirements.


WORK ACTIVITIES

The HHS Model refers to non-academic activities prescribed by the Model with the term

“work activities” and treats these activities as equally important to academic coursework

in the overall high school experience.

High schools throughout the United States encourage and support, to some degree, most

of the “work activities.” The Model, however, breaks new ground by requiring more

rigorous evaluation through the Career and Skill Development Course and also by

including work in the school and paid part time-jobs as an integral part of a high school

educational experience.

The benefit of this approach will be to help students understand that, as Aristotle

commented, “We are what we repeatedly do. Excellence, then, is not an act, but a habit.”

Too few students in high school take extra-curricular activities seriously. Many students

see them just as an opportunity for fun and are all too ready to quit if it stops being fun.

Students also see part-time jobs, community service and internships as something that

they will do well if they find it interesting rather than as something they will do well

because they have a professional responsibility. Making these activities a requirement

and evaluating them will greatly enhance the educational value of these experiences both

for career development and effective citizenship.

Below is an explanation of the Career and Skill Development course that is connected to

all work activities, descriptions of the six areas of work and details on how work

activities will be evaluated.

Career and Skill Development Course

All students will be required to take the Career and Skill Development course throughout

their four years. The class will meet in a block schedule only half of the block or in a

traditional schedule as two periods a week as a ½ credit course. The other half will be

used for other half-credit courses like physical education and health.

HHSE Work Activities Page | 13

This course consists of a combination of classroom, group work and independent work

which can be completed in the student's office. In addition, the course will serve as an

advisory period with respect to planning academic and work activity. Passing the course

will be required for high school graduation, which in effect will make the variety of work

activities in the next section as a requirement for graduation. The major emphasis will be

on improving the skills of students, exploring career paths that match their interests and

talents, and helping them prepare for their futures as adults. The course objectives are

summarized below.

Skills Awareness, Monitoring and Evaluation

The course will help students focus on the 40 skills list in their academic and work

activities. Weekly logs will be used to describe experiences and to assess progress made

on their skill development.

Skills Training

The course will train students to use specific skills such as using spreadsheet programs or

working with people. The choice of skills to receive supplemental training in the course

will be based on the progress made by students and suggestions by students, staff and

faculty throughout the school.

Career Exploration

Students will research labor statistics and projections on the outlook for careers that they

find interesting. Students will also do benefit-cost analyses on specific career paths and

their qualifications. Professionals from various occupations will come to the class to give

the students a chance to hear about different careers. The course will also provide support

for students in acquiring rewarding internships and job experiences. Students will reflect

on their work activities in terms of their initial career interests and their relative strengths

and weaknesses.


Post-Secondary Educational Planning

Post-Secondary educational planning will be started early with student career interests as

the primary guide of whether or not and what post-secondary educational programs they

pursue after high school. Representatives from a variety of post-secondary institutions

will be interviewed by students as a course requirement. Students will be introduced to a

range of post-secondary opportunities available while in high school. PSAT and SAT test

prep will also be conducted in this class. Students, throughout their junior and senior

year, will be required to prepare generic materials they will need for post-secondary

education applications and fill out their applications as part of the class. Students will be

given a series of exercises to examine post-secondary educational options as an

investment in order to explore potential risks and rewards. Students will be graded on

their time on task and quality of effort in their career exploration, post-secondary

educational search and their actual applications.

Portfolio of Experiences and Achievement Along with a Resume

Students will build an electronic portfolio based on their logs, supervisor evaluations for

work activities and products as well as individual and team awards they receive. A set of

resumes and cover letters will also be included in their portfolio. Portfolio items will be

selected to demonstrate their skills development.

Citizenship

Students will be introduced to key public services like police, fire, transportation and

military service to see both what kinds of careers they provide and how they require the

support of all citizens. They will also explore their rights like voting and responsibilities

like paying taxes and obeying the law as well as develop skills in money management.

They will examine the roles of both elected and non-elected government officials.

The Six Areas of Work

The HHS Model considers the following areas as “work activities.” A list of specific

activities can be found in Appendix IV. This aspect of the HHS Model provides students


with real-world experience, instills accountability and responsibility, facilitates teamwork

and improves students’ organizational and time-management skills.

1. Work to Sustain and Improve the School

This area encompasses work activities in school including, but not limited to,

landscaping, janitorial services, especially with respect to recycling; assisting teachers

and administrators, and tutoring peers. These activities will be assessed and rewarded

because students practice many of the forty skills while doing them. In addition, work

activities reinforce the importance of supporting the school and the community, both

critical aspects of effective citizenship. A similar approach is currently used in “work

colleges,” such as Berea College in Kentucky, which will serve as a guide for high

schools based on the Model.

2. Interscholastic Activities

Interscholastic activities include athletics, band/chorus and school competitions. Students

can earn work credit through participation and leadership in such activities. These

activities support the citizenship focus of the HHS Model because students learn to

become connected members of a society.

3. Student Organization Activities

These activities are those sponsored by an established organization and must have a

faculty advisor. Groups must actively meet and organize together to be considered

“work.” Such organizations provide students the chance to pursue interests in

associations oriented toward their possible future careers.

4. Community Service

Community service activities support the career development, citizenship, and graduation

goals of the Model. Students will participate in legitimate social causes that may impact

their future decisions, including what education or career-oriented activities they may

pursue after graduation. Community service experiences may also foster in students the

desire to “do good.”


5. Internships

Internships particularly support career development and graduation as students gain real-

world knowledge in fields related to their interests. Their experiences may play a role in

decisions regarding their education and future plans.

6. Paid Part-Time Jobs

Part-time jobs should also count in the work model for two reasons. First, students may

have to earn money and therefore, are not be able to do community service or take an

internship. Second, students will learn to see part-time work as professional preparation

rather than just “making money.” Paid-part time jobs may generate career interest, create

a desire for something better and allow students to understand part of what it means to be

a contributing member of society.

Evaluation

The Model requires performance evaluation for all the work activities. Evaluation will

factor both quantity in terms of the number of hours for each work activity and quality

derived from the evaluation of performance from the perspective of the supervisor.

Evaluation of work activities will be administered through the Career and Skill

Development course and used to determine grades for the course.

Here are three examples of how evaluations for different activities will be done according

to the Model:

1. Students participating in athletics will self-reflect on their performance and

describe their performance by maintaining records of their practice time. Coach

evaluations on effort and discipline will also be included in the evaluation.

2. Students working in the Student Government will record the hours they spent

working and receive an evaluation from the supervisor on the quality of their

work.

3. Student working in a soup kitchen as community service will not only register

hours but be evaluated by the supervisor on site and by a teacher or staff.


Several colleges have such a system for work. Berea College’s work system is the most

developed and well-known. This school has a graduation requirement and a system for

evaluation by peers, faculty and staff.

The HHS Model uses a uniform system to evaluate student performance across all work

activities. Evaluations for anything “work” related within the Hybrid High School are

largely based upon Berea College's evaluation forms used in their student labor program.

This evaluation form, included in Appendix V, has seven major categories: attendance,

accountability, teamwork, initiative, respect, learning, and job specificity. Through these

seven categories, every work activity can be evaluated, scored, and graded using a

universal grading platform. Students who perform well on their evaluation forms have the

opportunity to advance to leadership positions.

Achieving the Three Goals through Work Activities

Students will be required to take part in the range of work activities discussed in this

paper. The mechanism for the requirement will be meeting the requirements of the

Career and Skills Development course (offered as a ½ credit each of the four years and

required for graduation). This will help students develop the work ethic crucial to

success in any field as well as the skills that employers complain are now lacking in

current high school and college graduates. These opportunities will also introduce

students to a variety of career options and post-secondary educational paths. Work

activities will require teamwork and a commitment to improving the community, both of

which are essential components of effective citizenship. The satisfaction students will

receive from some of the work activities may create a sense of accomplishment which in

turn may create more motivation to do well in school and graduate.


THE OFFICE SETTING

The HHS Model requires the extensive use of an office setting throughout the school day

to enhance academic programming and to implement the proposed skills and work

activities approach discussed in previous sections. The home base for students will be an

individual workstation similar to one that one might find in a typical office. Each student

will have their own computer, a filing cabinet and a place for their personal belongings.

A similar approach can be seen in schools designed by Bruce Jilk, an educational planner

and architect who has designed several schools using the concept of individual work

stations. The ideas presented below are influenced by a study of Jilk’s work and other

schools that challenge the classroom as the central location for learning. In November

2009 three members of the Enterprise visited The School of Environmental Studies (The

Zoo School) in Apple Valley, Minneapolis, Minnesota. Appendix VI contains a report on

the visit. A schematic of the office school can be found below in Figure 1.

The office will be a default place for students to be located when not in a formal class or

on a work activity. Personal office space will eliminate the need for study halls and serve

as a place where student can complete assignments made in academic classes. In

between formal instructional sessions, students will return to their office to complete

academic and work activities either individually or in groups. Work activities that do not

have to be completed on location, such as preparing a newsletter for a community center,

would be completed in their office space.

The office approach will encourage individuals to take responsibility for their learning.

They will also begin to understand the dynamic of today’s work environment.

One of the major irritants facing most high school teachers is that students are often being

pulled out of class for band practice, field trips and a variety of special programs. This

disruptive practice requires teachers to repeat lessons on a private basis and makes group

HHSE The Office Setting Page | 19

work even more difficult. The office setting in which students have substantial free time

may eliminate that problem.

Figure 1: Office School Schematic

Two major and legitimate concerns over the office concept are controlling what the

students are doing on their computer and the isolating effect of the office. A professional

“learning manager” who will staff up to 30 student offices will have a system to monitor

what is happening on each computer. Systems such as Vision6 are in use today and

provide greater control than the normal classroom teacher has over a group of 30 students

(for more information on this program. refer to http://www.codework.com/vision/).

On the question of the office setting diminishing interpersonal relationships, the HHS

Model will still rely on many traditional classroom sessions and will also facilitate group

work. Student interactions will be more about school business and less about the drama

and monkey business that now characterizes social interactions in high school.


Office

Pod

Common Instructional Area

Time in the office will be split between assigned work and open office time. In the

assigned work time, students will be required to do computer-based activities before class

and reinforcement activities following class and team project activities. In open work

time, students will do remediation and test practice work, work on long term assignments

that includes web and database research and prepare logs and complete products for work

experiences.

Example Uses of the Office Setting

Examples of how office time will be used are listed below.

1. Supplementing traditional coursework

The office setting will enhance a high school’s approach to traditional academic

coursework. Educators will have greater flexibility in how they introduce and

reinforce topics. The office setting creates a dynamic environment where students can

use their individual space to reinforce what has been taught in large and small group

sessions.

The office approach allows for individualized curriculum in which students can use

their office to complete long term assignments and also use computer-based

instructional material for remediation, supplementary work, study time, and

standardized test preparation. On-line courses for college credit or specialized

subjects would be accessible for students who are ready for such experiences.

2. Practicing skills

The office setting will give students personal time to practice many of the skills and

reflect on their skill development. Also, having an individual workstation will force

students to use skills such as organization and time management and give them the

opportunity to learn computer skills such as word processing and Excel.


3. Supporting “work” activities

The office will be used for work activities, as when students are filling out time

sheets, writing journals or reports on their work or creating spreadsheets for their

jobs.

4. Support career exploration

Placing students in this environment will allow them to begin to understand an

integral part of today’s work environment, the office. Students will also use the office

space to research careers and post-secondary educational opportunities.

5. Facilitating online coursework

The office setting would facilitate the increasing use of on-line learning whether as

part of assignments designed by instructors within the normal coursework or as stand-

alone courses offered from an increasing number of sources. The benefit of an online

course is that students can work at their own pace and at a level that is appropriate for

them. Students would have “managers” available to help them with questions face-to-

face.

Three members of the HHS Enterprise went to visit Minnesota Virtual High School’s

central office (see Appendix VI) where they were able to interview students that were

using online courses. The HHS staff was offered the opportunity to “test out some of

the courses,” which will be done in the near future. The initial view of those

submitting the report is that the types of courses offered by the high school could be

offered in a school following the HHS Model and that having students complete

much of the online course while in their office at a high school would increase the

chances of successful completion by a larger number of students.

The degree to which on-line materials are used will be up to the faculty and

administrators in each school. The Model does not require or assume the extensive

use of on-line material but is creates a physical layout that will facilitate it.


6. Remediation

The HHS Model will use online programs specializing in remediation as well as

office time to support students who are in need of remediation.

The New York City Department of Education adopted a similar approach in a pilot

program called the School of One and hopes to integrate this program into many of

their schools in upcoming years. The School of One is a computer-based program that

personalizes instruction and customizes it to a student’s needs and learning styles.

7. Test preparation and practice for state testing and the SAT/ACT

The office approach allows for students to take part in study time and standardized

test preparation. Online courses offered by private and public providers could be used

for test preparation.

8. Citizenship

Freedom carries rights and responsibilities that each individual must exercise. The

office setting allows students to have more control over their learning than the

traditional classroom setting. According to Jilk, “It doesn’t matter how much time

students spend in their station, simply having a place of their own gives them

responsibility and ownership of their education.” Learning to take ownership of their

education will instill in them the importance of civic responsibility.

In addition, students will be able to move at their own pace and not be put in

situations where they must conform to class norms. They will be free to fail or

succeed without having to worry about disruptive peers and the teacher as the sole

authority figure.

Achieving the Three Goals through the Office Setting

Providing individual “office” space will allow students to use computer-based career

exploration tools and give them an opportunity to understand an office work


environment. It will give them personal time to practice many of the skills and reflect

upon them. The office idea will also play a large role in developing their capacity to be an

effective citizen. As Supreme Court Justice Felix Frankfurter said, “In a democracy, the

highest office is the office of citizen.” The Model assumes that students cannot

appreciate the office of citizenship without ever having an office of their own, just as the

Founding Fathers argued that owning property was essential to citizenship. The office

approach will improve academic achievement by allowing students to “own” their

education and have individualized curricula to improve their performance and do well in

courses and on tests.


HYPOTHETICAL FOUR-YEAR SCHEDULE

This section provides a hypothetical distribution of hours spent in each of the following three locations:

1. Classroom: This refers to locations where groups of students meet either for

formal classroom presentations and discussions, or for group work. It also

includes labs and vocational training spaces.

2. Office: The specific space assigned to each student with access to a computer.

3. Work areas: Areas either within or outside the school building where students

conduct any of the six work activities described in the previous section. (Note: All

work activities do not have to be performed at work areas. Student can complete

work activities in their office.)

For purpose of illustration, a 40 hour school week (9 to 5) is assumed which adds about 2

½ hours to the traditional school day. However, the 40 hours includes all work activities

such a student activities, internship and part-time employment.

The table below a possible distribution of time students will spend in the classroom,

office and work areas. The actual distribution will vary depending on the plans of the

faculty and staff. Table 2 is provided for illustrative purposes only.

Table 2: Four-Year Distribution of Hours in Three Location—Forty-Hour School Week

Grade Classroom Office Work Areas9th 25 10 5

10th 20 10 1011th 15 15 1012th 10 15 15

Traditional academic coursework would take place primarily in classroom settings but

the office might be used for pre- and post-activities connected to those presentations.

Work activities may involve some classroom settings. For example, students working on

the yearbook might be in a formal class for basic instructional and organizational work

with the entire yearbook groups or specific teams like marketing, layout and editing that

HHSE Hypothetical Four-Year Schedule Page | 25

would prepare them for work in their office. In addition to supporting coursework and

work activities, the office will be used for skill-building, test-preparation, on-line courses

required as part of an individualized educational plan.

Although the distribution of hours may appear a radical departure from traditional

schools, it is not. First, as mentioned above, most students engaged in their high school

experience spend two or three hours after school on activities as well as homework.

Secondly, the time spent in their offices could be used in place of study halls and for

completing homework assignments. Third, many students particularly in the 12th grade

spends less than 10 hours a week in coursework because they have already met most of

their requirements.

The radical aspect of the hypothetical schedule is that is requires students, faculty,

administrators and parents to think of high education as a set of experiences both within

and outside the “normal’ classroom.

Achieving the Three Goals of the Hybrid High School

The examples provided above illustrate how students will spend their time in the

classroom, office and work areas. As planning develops for any new or existing high

school implementing the HHS Model, the number of hours and types of activities will

change. To complete the illustration, a brief discussion of how activities in the three types

of locations will enhance the three goals of the Hybrid High School—career

development, citizenship and graduation.

1. Career Development: Students will develop their skills and explore careers in each

of the three locations. Every semester they will take the Skills and Career

Development course. This course will have traditional lectures and team projects

but will also incorporate significant individual office work, where resumes will be

developed and skills will be tested. The course will also serve as the venue to

organize work experience. Staff for the course will monitor the six areas of work

activities, conduct evaluations and help the students build a portfolio describing

their work experience. Finally, the course will help students see that the academic

curriculum connects with their futures.


2. Citizenship: Students will develop their capacity to be responsible and effective

citizens in all three locations. Academic classroom activities will build their

knowledge base of local, state and federal government and the politics surrounding

policy-making. The office setting will provide an opportunity to apply that

knowledge base. Students will write editorial pieces, analyze policy problems and

develop their ideas for local non-profit and government agencies. The work setting

will allow students to put their classroom knowledge and office experience into

practice.

3. Graduation: Students will complete the academic credit requirements and prepare

for standardized and college-prep tests in all three locations with the primary

emphasis on classroom and office. Traditional courses like History, Biology and

English will have focused classroom activities, such as lectures, labs and group

projects, but office-based computer assignments will be used to prepare and follow

up classroom instruction. Some courses will require fieldwork in addition to the

Career and Skill Development course but most courses will not. The office setting

will not only be used to enhance existing courses, much as labs do for the physical

sciences, but it will also permit students to have more individualized educational

programs than otherwise possible.


PLANS FOR 2010 This section briefly describes a set of products to be developed for 2010. As with any

plan, not all of the planned activities may be successfully completed. They are provided

here to indicate the direction the Enterprise is headed and elicit comments on these

proposed products and other products we might consider.

1. Skills List Planning Guide

The Enterprise plans to develop a Skills List Planning Guide to help a committee

of teachers, administrative staff, students, employers and community members

develop a skills list that will be used for academic coursework and work activities

throughout the four years of high school. This planning activity will be a crucial

first step in implementing the Hybrid High School Model.

2. Create a Syllabus for the Skills and Career Development Course

This course would be offered each semester over the four years for approximately

80 minutes a week (one block or two periods). The course will have a

combination of purposes, including (1) skills monitoring, evaluation and training,

(2) monitoring and evaluation of work activities, (3) test preparation, (4) career

exploration, (5) post-secondary educational exploration, (6) resume and portfolio

creation and (7) college application preparation.

3. Model Work Activities Templates for Monitoring and Evaluation

For each of the seven types of work activities described in the “Work Activities”

section (Work to Sustain and Improve the School, Interscholastic Activities,

Student Organization Activities, Community Service, Internships, Paid Part-Time

Jobs), a set of templates and instructions will provided that illustrate how work

activities can be monitored and evaluated through the Skills and Career

Development course. To make it concrete a specific activity like varsity football

or community service at a Boys and Girls Club will be used as a model to show

how the template would work.

4. Develop Better Videos

HHSE Plans for 2010 Page | 28

The existing videos from the Minneapolis visit and the public presentation will be

edited to reduce the length and to highlight aspects of the Model. The rough

video is now at the following link.

http://ensemble.syr.edu/app/sites/F9O_Mc8lDUeLxXERylbT5A.aspx?

videoID=7W7NnrP39UO8Htii9T7anQ

5. Prepare a report on existing approaches to physical configurations now used in

high schools.

A search of publications and website would lead to an annotated bibliography and

a brief discussion of how it relates to the office approach envisioned in the high

school. The current thinking is that the format presented in the paper will be

followed but that decision will be reviewed as a result of the student.

6. Research on existing and possible uses of on-line courses/activities

This report will not be an exhaustive study of the use of on-line approaches in

high school. It will examine various types of on-line courses and also how on-

line exercises and other materials are now used in traditional classrooms.

7. Plans for marketing the ideas in the Model

The success of the HHS Enterprise requires that teachers and administrators

planning new schools or looking for reforms are aware of the material and also

seriously consider them. Questions on how best to accomplish that task will be

explore other attempts at educational reform have be executed. The plans will

also look at potential partners.

HHSE Plans for 2010 Page | 29

http://ensemble.syr.edu/app/sites/F9O_Mc8lDUeLxXERylbT5A.aspx?videoID=7W7NnrP39UO8Htii9T7anQ

http://ensemble.syr.edu/app/sites/F9O_Mc8lDUeLxXERylbT5A.aspx?videoID=7W7NnrP39UO8Htii9T7anQ

APPENDIX I: HYBRID HIGH SCHOOL SKILLS LIST AND DEFINITIONS

The list below represents the current 40 skills for the Hybrid High School. The list is a work in progress that may change as the Enterprise gains more experience. Adaptors of the Model can come up with their own list.

1.0 Establishing a Work Ethic1.1 Self-Motivate: set priorities, keep commitments and follow through, demonstrate

personal accountability, have a strong will to achieve and effective work habits

1.2 Be Honest: tell the truth to yourself and others, be dependable, and take responsibility for commitments

1.3 Be Ethical: demonstrate integrity and moral behavior, act responsibly with the interests of a larger community in mind

1.4 Manage Your Time: prioritize tasks, plan and follow a schedule that allows you to complete tasks and assignments handle multiple tasks and projects at once, meet deadlines

1.5 Manage Your Money: keep expenses in line with income, balance a checkbook and pay bills, consider costs and benefits of all investments.

1.6 Skill Planning: plan and track skill development and improvement

2.0 Developing Physical Skills2.1 Stay Healthy: eat a balanced diet, get enough rest and exercise, and stay

energized and alert

2.2 Look Presentable: look well-groomed, presentable, and professional

2.3 Type Well: type 35 words-per-minute error free

2.4 Take Legible Notes: have legible handwriting; take good, well organized notes

3.0 Communicating Verbally3.1 Converse One-on-One: ask questions to check for mutual understanding, never

talk more than thirty seconds at one time, use terms that both parties understand, carefully listen to other party

HHSE Appendix I Page | 1

3.2 Present to Groups: stay on task during presentations, present at a reasonable pace, make eye contact, receive questions well, give clear answers, do not fear a crowd

3.3 Use Visual Displays: be proficient in PowerPoint; be able to create handouts, overheads, and newsprint-like papers; master and organize content to integrate displays into presentations

4.0 Communicating in Writing4.1Write Well: write quickly, effortlessly, and succinctly; be able to brief others

about a problem or situation and propose solutions through a memo or other document

4.2 Edit and Proof: revise drafts; organize content between and within paragraphs; choose the right words; make sure the text is understandable and interesting; check for misspellings, omissions, and grammatical mistakes; be familiar with basic symbols for editing

4.3 Use Word-Processing Tools: be comfortable with Microsoft Word; be able to use menu and toolbar options including Find and Replace; Spelling and Grammar; Cut, Copy, and Paste; Tracking; Bullets and Numbering; Header and Footer; Styles and Formatting; Insert Table; Borders and Shading; Word Count

4.4 Send Information Electronically: use the Internet as a storage facility for everything from papers to resumes; use emails to send information and file attachments

5.0 Working Directly With People5.1 Build Good Relationships: be sensitive to and understand different cultural,

ethnic, social and economic backgrounds; communicate clearly to resolve conflicts

5.2 Work in Teams: be patient with and tolerant of group members, communicate effectively, work efficiently with group members, stay positive, and motivate others

5.3 Teach Others: implement strategies to motivate the learner, work as a mentor and coach, serve as a good role model, and set an example for others to follow

6.0 Influencing People6.1Manage Efficiently: be able to convince others to do their assigned jobs

competently, motivate others to perform, have respect from others, encourage others, and listen to feedback


6.2 Sell Successfully: cope with sustained and continuous rejection, keep pressure on oneself to work hard, have sound knowledge of the product

6.3 Politick Wisely: recognize and avoid corruption, avoid complaining or reacting emotionally, work actively for change

6.4 Lead Effectively: take an initiative based on a vision and motivate followers to support that vision

7.0 Gathering Information7.1 Use Library Holdings: effectively and efficiently use library research tools and

holdings

7.2 Use Commercial Databases: identify, differentiate between different types, and be able to search for information on commercial databases

7.3 Search the Web: effectively and efficiently find useful and accurate information on the Internet using search engines and other sites

7.4 Conduct Interviews: obtain information from other people in an interview situation

7.5 Use Surveys: design, implement, and interpret surveys

7.6 Keep and Use Records: keep good records, assess and use their quality to make informed decisions

8.0 Using Quantitative Tools8.1 Use Numbers: use simple statistical terms, calculate and interpret percentages, be

able to create a budget.

8.2 Use Graphs and Tables: use and interpret graphs and charts to make a point about a problem or a decision

8.3 Use Spreadsheet Programs: be able to organize information in lists and tables; generate statistics, tables, and graphs using a spreadsheet program

9.0 Asking and Answering the Right Questions9.1 Detect Nonsense: be able to determine the accuracy of information, consider bias

9.2 Pay Attention to Detail: draw conclusions as well as causes and implications of events from documents; can follow and execute directions to the letter.

9.3 Apply Knowledge: use facts in a meaningful way


9.4 Evaluate Actions and Policies: be able to identify and measure goals as well as determine success and failure

10.0 Solving Problems10.1 Identify Problems: be able to verify that a specific problem exists using

evidence

10.2 Develop Solutions: research best practices and apply them to the problem creatively

10.3 Launch Solutions: be able to collaborate with players to implement a solution


APPENDIX II: CROSS-REFERENCES WITH THREE SKILLS LISTS

Educators have always thought in terms of skills to some extent, but most of the work in

curriculum design has been more concerned with content. Over the past decade the focus

on skills has increased at all levels. The most notable efforts and the ones most directly

related to the Hybrid High School Model are: The Partnership for 21st Century Skills,

Equipped for the Future and Suncoast Polytechnical High School.

Each cross reference lists the skills of the respective school or organization. Parentheses

show which HHS skill or skills each program best reflected. In some cases, skills did not

correspond. Parentheses note this circumstance as well.

HHSE Appendix II Page | 1

Partnership for 21st Century Skills

The Partnership for 21st Century Skills was established in 2002 through the U.S

Department of Education, Ken Kay (President and Co-Founder), Diny Golder-Dardis

(Special Advisor and Co-Founder), and many well known organizations (AOL Time

Warner, Apple Computer, Inc., Cable in the Classroom, Cisco Systems, Inc., Dell

Computer Corporation, Microsoft Corporation, the National Education Association, and

SAP). The purpose of the Partnership is to infuse 21st Century Skills into education by

bringing together the business community, educational leaders, and policymakers to give

students the resources they need to be successful citizens and workers. There are 30 skills

under 4 core areas: life/career skills, learning/innovation skills,

information/media/technology skills, and core subjects/21st Century theme skills. The

skills are outlined below.

The Partnership for 21st Century Skills has a skills framework consisting of thirty skills,

which correlate closely with that of the forty HHS skills. The two programs overlap the

most in the Communication, Teamwork, Leadership, and Problem Solving Skills. 21st

Century Skills also include some skill areas that do not correspond closely to the HHS

Skills such as the Core Subjects, Global Awareness, Civic Literacy, Adapt to Change,

and Be Flexible. Other 21st Century Skills cut across some of our categories. In

parenthesis appear the HHS skills to which each refers.

Core subjects and 21st Century Themes1. Core Subjects: English, reading, language arts, world languages, arts,

mathematics, economics, science, geography, history, government and civics. (HHS Skills will be incorporated within all of the core subject areas)

2. Global Awareness: understand and address global issues, understand other nations and cultures, learn from diverse individuals (5.1 Build Good Relationships)

3. Financial, Economic, Business and Entrepreneurial Literacy: make good economic choices, understand the economy, learn entrepreneurial skills


(1.3 Be Ethical, 1.5 Manage Your Money, 6.1 Manage Efficiently, 6.2 Sell Successfully,6.4 Lead Effectively, 7.4 Conduct Interviews, 7.6 Keep and Use Records, 8.1 Use Numbers, 9.4 Evaluate Actions and Policies, 10.1 Identify Problems, 10.2 Develop Solutions, 10.3 Launch Solutions)

4. Civic Literacy: learn and stay up-to-date on government processes, exercise rights at all levels of government, understand the consequences of decisions in government (6.3 Politick Wisely)

5. Health Literacy: understand basic health, stay healthy to prevent disease, make healthy decisions, understand public health and safety, set and achieve health goals (2.1 Stay Healthy)

Learning and Innovation Skills1. Creativity and Innovation

Think Creatively: use many idea techniques, create unique ideas, evaluate ideas to improve and expand on them (9.4 Evaluate Actions and Policies, 10.2 Develop Solutions)

Work Creatively with Others: develop new ideas that can be communicated effectively, be open to new ideas, do creative work, learn from mistakes and use them as positive experiences

(5.1 Build Good Relationships, 5.2 Work in Teams, 9.4 Evaluate Actions and Policies, 10.2 Develop Solutions)

Implement Innovations: use creative ideas and make them a reality (10.2 Develop Solutions, 10.3 Launch Solutions)

2. Critical Thinking and Problem Solving Reason Effectively: use various methods to reason through situations

(3.1 Converse One-on-One, 4.4 Send Information Electronically, 5.1 Build Good Relationships, 5.2 Work in Teams, 6.1 Manage Efficiently, 6.3 Politick Wisely, 6.4 Lead Effectively, 9.3 Apply Knowledge)

Use Systems Thinking: figure out how small parts of something work together to make a bigger picture

(7.3 Search the Web, 9.2 Pay Attention to Detail, 9.3 Apply Knowledge)

Make Judgments and Decisions: analyze and evaluate decisions, synthesize and make connections among information, interpret and draw conclusions, reflect on situations


(1.2 Be Honest, 1.3 Be Ethical, 9.1 Detect Nonsense, 92 Pay Attention to Detail, 9.3 Apply Knowledge, 9.4 Evaluate Actions and Policies, 10.1 Identify Problems, 10.2 Develop Solutions, 10.3 Launch Solutions)

Solve Problems: use new and old ways to solve problems learn the right questions to ask to get better information and formulate better solutions from this information (1.2 Be Honest, 1.3 Be Ethical, 9.1 Detect Nonsense, 92 Pay Attention to Detail, 9.3 Apply Knowledge, 9.4 Evaluate Actions and Policies, 10.1 Identify Problems, 10.2 Develop Solutions, 10.3 Launch Solutions)

3. Communication and Collaboration Communicate Clearly: present thoughts through many forms of

communication for many purposes, listen effectively, use technology to express ideas (3.1 Converse One-on-One, 3.2 Present to Groups, 3.3 Use Visual Displays, 4.1 Write Well, 4.4 Send Information Electronically, 5.3 Teach Others, 6.1 Manage Efficiently, 6.2 Sell Successfully, 6.3 Politick Wisely, 9.3 Apply Knowledge)

Collaborate with Others: be able to work in diverse teams, be flexible, assume shared responsibility (1.1 Self Motivate, 1.2 Be Honest, 1.4 Manage Your Time, 3.1 Converse One-on-One, 5.1 Build Good Relationships, 5.2 Work in Teams, 5.3 Teach Others)

Information, Media and Technology Skills1. Information Literacy

Access and Evaluate Information: find useful information in a timely manner evaluate that information (1.4 Manage Your Time, 7.1 Use Library Holdings, 7.2 Use Commercial Databases, 7.3 Search the Web, 7.4 Conduct Interviews, 7.5 Use Surveys, 7.6 Keep and Use Records, 9.1 Detect Nonsense, 9.2 Pay Attention to Detail, 9.3 Apply Knowledge, 9.4 Evaluate Actions and Policies)

Use and Manage Information: use information accurately, incorporate information into projects and presentations, know where the information comes from and know how to apply it

(7.1 Use Library Holdings, 7.2 Use Commercial Databases, 7.3 Search the Web, 7.4 Conduct Interviews, 7.5 Use Surveys, 7.6 Keep and Use Records, 9.1 Detect Nonsense, 9.2 Pay Attention to Detail, 9.3 Apply Knowledge, 9.4 Evaluate Actions and Policies)

2. Media Literacy


Analyze Media: learn how people have different interpretations of different subjects, learn how media can misconstrue reality, understand the ethical and legal issues surrounding the media (5.1 Build Good Relationships, 9.1 Detect Nonsense, 9.2 Pay Attention to Detail, 9.3 Apply Knowledge)

Create Media Products: understand media creation tools, create products that incorporate diversity and can be used in multi-cultural environments (4.3 Use Word-Processing Tools, 4.4 Send Information Electronically, 8.2 Use Graphs and Tables, 8.3 Use Spreadsheet Programs)

3. ICT (Information, Communications, and Technology) Literacy Apply Technology Effectively: use technology as a tool, use technology to

communicate and network, understand legal issues regarding technology (1.3 Be Ethical, 4.4 Send Information Electronically)

Life and Career Skills1. Flexibility and Adaptability

Adapt to Change: have different roles and work effectively in situations that can have surprises and unexpected events (5.1 Build Good Relationships, 5.2 Work in Teams)

Be Flexible: incorporate feedback effectively, take constructive criticism and use it to make yourself better, understand the beliefs and views for many environments(9.4 Evaluate Actions and Policies)

2. Initiative and Self-Direction Manage Goals and Time: set tangible goals that can be balanced with

everyday life, use time to manage workloads (1.1 Self Motivate, 1.4 Manage Your Time, 1.6 Skill Planning, 9.4 Evaluate Actions and Policies)

Work Independently: accomplish work without supervision. (1.1 Self Motivate)

Be Self-directed Learners: commit to learning for a lifetime by learning outside the classroom, advance skills for the future, reflect critically on the past (1.6 Skills Planning, 9.2 Pay Attention to Detail, 9.4 Evaluate Actions and Policies)

1. Social and Cross-Cultural Skills Interact Effectively with Others: know when to speak and not to speak, be

able to portray a positive image


(2.2 Look Presentable, 3.1 Converse One-on-One, 3.2 Present to Groups, 5.2 Work in Teams)

Work Effectively in Diverse Teams: respect differences, respond open-mindedly, use diversity to create new ideas and thoughts (3.1 Converse One-on-One, 5.1 Build Good Relationships, 5.2 Work in Teams, 6.3 Politick Wisely, 10.3 Launch Solutions)

2. Productivity and Accountability Manage Projects: set and accomplish goals even with obstacles, use a plan to

meet goals (1.1 Self Motivate, 1.4 Manage Your Time, 6.1 Manage Efficiently, 9.4 Evaluate Actions and Policies)

Produce Results: manage time, multi-task, participate actively, be professional, collaborate, respect team members, be accountable (1.2 Be Honest, 1.3 Be Ethical, 1.4 Manage Your Time, 5.2 Work in Teams, 10.1 Identify Problems, 10.2 Develop Solutions, 10.3 Launch Solutions)

3. Leadership and Responsibility Guide and Lead Others: guide others toward a goal in a positive manner, use

the strengths of others and inspire them to reach the goal, demonstrate integrity(1.2 Be Honest, 1.3 Be Ethical, 3.1 Converse One-on-One, 5.1 Build Good Relationships, 5.2 Work in Teams, 5.3 Teach Others, 6.1 Manage Efficiently, 6.4 Lead Effectively)

Be Responsible to Others: act responsibly, consider the greater good when making decisions (1.2 Be Honest, 1.3 Be Ethical, 6.3 Politick Wisely)


Equipped for the Future

Equipped for the Future was created in 1995 as an initiative from the National Institute

for Literacy. It attempted to create standards for adult education after the General

Accounting Office, in its report Adult Education: Measuring Program Results has been

Challenging, revealed a “lack of a coherent vision of the skills and knowledge adults

need to be considered literate”. The sixteen Content Standards or skills within the four

categories of Communication Skills, Decision-Making Skills, Interpersonal Skills, and

Lifelong Skills fulfilled this coherent vision; each skill contains a thorough step-by-step

process, detailing how to put the skill to use.

The sixteen Equipped for the Future (EFF) Content Standards and their accompanying

guidelines have considerable similarities to the forty skills of the HHS Model, especially

in the areas of writing, collaborating with others, problem-solving, and the use of

technology. The HHS skills 9.2 Pay Attention to Detail, 9.3 Apply Knowledge and 9.4

Evaluate Actions and Policies were pervasive throughout the EFF Content Standards, as

they often called for determining the purpose of an activity, integrating knowledge to

address that purpose, and reviewing the effectiveness of strategies used to complete the

activity. The HHS skills set is more specific than the EFF set in the use of certain forms

of technology (i.e. word-processors, spreadsheet programs, commercial databases, etc.)

as well as being honest and ethical, physical skills, and the management of time and

money. In parenthesis appear the HHS skills to which each step refers.

Communication Skills1. Read With Understanding

Determine the reading purpose(9.2 Pay Attention to Detail)

Select reading strategies appropriate to the purpose(9.3 Apply Knowledge)

Monitor comprehension and adjust reading strategies(9.4 Evaluate Actions and Policies)

Analyze the information and reflect on its underlying meaning(9.2 Pay Attention to Detail)

Integrate it with prior knowledge to address reading purpose(9.3 Apply Knowledge)


2. Convey Ideas in Writing Determine the purpose for communicating

(9.2 Pay Attention to Detail) Organize and present information to serve the purpose, context, and audience

(9.2 Pay Attention to Detail) Pay attention to conventions of English language usage, including grammar,

spelling, and sentence structure, to minimize barriers to reader’s comprehension(4.1 Write Well, 4.2 Edit and Proof)

Seek feedback and revise to enhance the effectiveness of the communication(4.1 Write Well, 4.2 Edit and Proof)

3. Speak So Others Can Understand Determine the purpose for communicating

(9.2 Pay Attention to Detail)

Organize and relay information to effectively serve the purpose, context, and listener(9.2 Pay Attention to Detail)

Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension(3.1 Converse One-on-One, 3.2 Present to Groups)

Use multiple strategies to monitor the effectiveness of the communication(9.4 Evaluate Actions and Policies)

4. Listen Actively Attend to oral information

(3.1 Converse One-on-One) Clarify purpose for listening and use listening strategies appropriate to that

purpose(9.2 Pay Attention to Detail)

Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension(3.1 Converse One-on-One, 9.4 Evaluate Actions and Policies)

Integrate information from listening with prior knowledge to address listening purpose(9.3 Apply Knowledge)

5. Observe Critically Attend to visual sources of information, including television and other media


(7.1 Use Library Holdings, 7.2 Use Commercial Databases, 7.3 Search the Web)

Determine the purpose for observation and use strategies appropriate to the purpose(9.2 Pay Attention to Detail)

Monitor comprehension and adjust strategies(9.4 Evaluate Actions and Policies)

Analyze the accuracy, bias, and usefulness of the information(9.1 Detect Nonsense)

Integrate it with prior knowledge to address viewing purpose(9.3 Apply Knowledge)

Decision-Making Skills1. Solve Problems and Make Decisions

Anticipate or identify problems(10.1 Identify Problems)

Use information from diverse sources to arrive at a clearer understanding of the problem and its root causes(10.1 Identify Problems)

Generate alternative solutions(10.2 Develop Solutions)

Evaluate strengths and weaknesses of alternatives, including potential risks and benefits and short- and long-term consequences(10.2 Develop Solutions)

Select alternative that is most appropriate to goal, context, and available resources(10.2 Develop Solutions)

Establish criteria for evaluating effectiveness of solution or decision(9.4 Evaluate Actions and Policies)

2. Plan Set and prioritize goals

(Self-Motivate) Develop an organized approach of activities and objectives

(1.6 Skill Planning) Actively carry out the plan

(none) Monitor the plan’s progress while considering any need to adjust the plan

(1.6 Skill Planning, 7.6 Keep and Use Records) Evaluate its effectiveness in achieving the goals

(9.4 Evaluate Actions and Policies


3. Use Math to Solve Problems and Communicate Understand, interpret, and work with pictures, numbers, and symbolic

information(8.1 Use Numbers)

Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension(8.1 Use Numbers, 9.3 Apply Knowledge)

Define and select data to be used in solving the problem(8.1 Use Numbers)

Determine the degree of precision required by the situation(9.2 Pay Attention to Detail)

Solve problem using appropriate quantitative procedures and verify that the results are reasonable(9.4 Evaluate Actions and Policies)

Communicate results using a variety of mathematical representations, including graphs, chart, tables, and algebraic models(8.2 Use Graphs and Tables)

Interpersonal Skills1. Cooperate With Others

Interact with others in ways that are friendly, courteous, and tactful and that demonstrate respect for others’ ideas, opinions, and contributions(5.1 Build Good Relationships, 5.2 Work in Teams)

Seek input from others in order to understand their actions and reactions(5.2 Work in Teams, 6.1 Manage Efficiently)

Offer clear input on own interests and attitudes so others can understand one’s actions and reactions(none)

Try to adjust one’s actions to take into account the needs of others and/or the task to be accomplished(6.1 Manage Efficiently)

2. Guide Others Assess the needs of others and one’s own ability to assist

(5.3 Teach Others) Use strategies for providing guidance that take into account the goals, task,

context, and learning styles of others(5.3 Teach Others)

Arrange opportunities for learning that build on learner’s strengths


(5.3 Teach Others) Seek feedback on the usefulness and results of the assistance

(9.4 Evaluate Actions and Policies)

3. Advocate and Influence Define what one is trying to achieve

(6.4 Lead Effectively) Assess interests, resources, and the potential for success

(none) Gather facts and supporting information to build a case that takes into account

the interests and attitudes of others(6.2 Sell Successfully)

Present a clear case using a strategy that takes into account purpose and audience(6.2 Sell Successfully, 6.4 Lead Effectively)

Revise, as necessary, in response to feedback(none)

4. Resolve Conflict and Negotiate Acknowledge that there is a conflict

(5.1 Build Good Relationships, 10.1 Identify Problems) Identify areas of agreement and disagreement

(10.1Identify Problems) Generate options for resolving conflict that have a “win/win “potential.

(10.2 Develop Solutions) Engage parties in trying to reach agreement on a course of action that can

satisfy the needs and interests of all(5.1 Build Good Relationships, 10.2 Develop Solutions)

Evaluate results of efforts and revise approach as necessary(9.4 Evaluate Actions and Policies)

Lifelong Learning Skills1. Take Responsibility for Learning

Establish learning goals that are based on an understanding of one’s own current and future learning needs(1.1 Self-Motivate)

Identify own strengths and weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner(1.1 Self-Motivate)

Become familiar with a range of learning strategies to acquire or retain knowledge.


(none) Identify and use strategies appropriate to goals, task, context, and the

resources available for learning(none)

Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals(9.4 Evaluate Actions or Policies)

Test out new learning in real-life applications(9.3 Apply Knowledge)

2. Learn Through Research Pose a question to be answered or make a prediction about objects or events

(none) Use multiple lines of inquiry to collect information

(7.1 Use Library Holdings, 7.2 Use Commercial Databases, 7.3 Search the Web, 7.4 Conduct Interviews, 7.5 Use Surveys)

Organize, evaluate, and analyze findings(9.1 Detect Nonsense, 9.2 Pay Attention to Detail)

Interpret and communicate findings(9.1 Detect Nonsense, 9.2 Pay Attention to Detail, 9.3 Apply Knowledge)

3. Reflect and Evaluate Take stock of where one is: assess what one knows already and the relevance

of that knowledge(none)

Make inferences, predictions, or judgments based on one’s reflections(9.3 Apply Knowledge)

4. Use Information and Communications Technology Determine the purpose for using information and communications technology.

(9.2 Pay Attention to Detail) Select the technology tool(s) and resources appropriate for the purpose.

(9.2 Pay Attention to Detail) Apply technological knowledge, skills, and strategies to use technology

tool(s) to locate, process, or communicate information.(3.3 Use Visual Displays, 4.3 Use Word-Processing Tools, 4.4 Send Information Electronically, 7.1 Use Library Holdings, 7.2 Use Commercial Databases, 7.3 Search the Web, 8.2 Use Graphs and Tables, 8.3 Use Spreadsheet Programs)

Monitor own ability to use the tool(s) and the effectiveness of the tool(s) in achieving the purpose, and if needed, use strategies to overcome barriers to


achieving goals.(9.4 Evaluate Actions and Policies)


Suncoast Polytechnical High School Skills

Suncoast Polytechnical High School is a public high school in Sarasota, Florida. Opened

in 2008, SPHS enrolls 150 freshmen per year for a total of 600 students ranging from

ninth to twelfth grade. The curriculum combines traditional high school level core

courses, as well as internship experiences, career preparation, clinical rotations, and on-

the-job training, all designed for specific career tracts. Practical skill development serves

as the foundation at SPHS. Dr. Jennifer Putnam, Principal of SPHS created six skills sets,

broken down into 29 skills. These skills are incorporated into every core class taught at

SPHS and are measured and benchmarked through rubrics.

The Suncoast Polytechnical High School (SPHS) identifies a set of skills with significant

overlap with the forty skills of the HHS Model. Skills for “Establishing a Work Ethic,”

“Communicating Verbally,” and “Communicating in Writing,” all compare to those of

SPHS. SPHS’s skill list concentrated mostly on technological skills which reaffirms

many of the HHS skills dealing with computers and technology. The skills are outlined

below. In parenthesis appear the HHS skills to which each refers (Dr. J. Putnam, personal

communication, September 18, 2009).

Written Communications1. Clarity: communicate clearly and precisely, present information accurately

(4.1 Write Well)

2. Mechanics: use proper grammar, punctuation and spelling; demonstrate understanding of vocabulary in the content area (4.1 Write Well, 4.2 Edit and Proof)

3. Technical Illustrations: use graphs, tables, and diagrams to document sources and substantiate findings(3.3 Use Word-Processing Tools, 8.2 Use Graphs and Tables)

4. Research & Visuals: use media and technology to enhance communication and deepen knowledge(3.3 Use Visual Displays)

Oral Communications


1. Content: present content accurately and in a well-organized manner so the listener gains new and correct information(4.1 Write Well, 9.3 Apply Knowledge)

2. Verbal Delivery: speak slowly, articulately and enthusiastically; be engaging and confident(3.2 Present to Groups)

3. Non-verbal Delivery: draw audience into the presentation with non-verbal delivery(3.2 Present to Groups)

4. Technology: use technology to enhance the presentation(3.3 Use Visual Displays)

Technology1. Knowledge: understand basic technology operations and concepts

(4.3 Use Word-Processing Tools, 4.4 Send Information Electronically, 7.3 Search the Web, 8.3 Use Spreadsheet Programs)

2. Productivity: use technology tools to enhance learning, increase productivity and promote creativity(4.3 Use Word-Processing Tools, 4.4 Send Information Electronically, 7.3 Search the Web, 8.3 Use Spreadsheet Programs)

3. Communication: use telecommunications to collaborate, publish and interact with others(4.4 Send Information Electronically)

4. Research: use technology to locate, evaluate and collect information from a variety of sources(7.1 Use Library Holdings, 7.2 Use Commercial Databases, 7.3 Search the Web, 7.6 Keep and Use Records, 8.3 Use Spreadsheet Programs, 9.1 Detect Nonsense)

5. Problem Solving: use technology resources for solving problems and making informed decisions.(9.1 Detect Nonsense, 9.3 Apply Knowledge, 9.4 Evaluate Actions and Policies, 10.1 Identify Problems, 10.2 Develop Solutions, 10.3 Launch Solutions)

6. Ethical Standards: understands the ethical, cultural and societal issues related to technology


(1.3 Be Ethical, 9.4 Evaluate Actions and Policies)

Collaboration1. Dependability/Punctuality/Work Ethic: act responsibly, attend class regularly,

prepare for the work, complete assignments, work until the task is complete(1.1 Self-Motivate, 1.4 Manage Your Time)

2. Contributing Member: work as part of a team to develop and achieve goals and objectives (5.1 Build Good Relationships, 5.2 Work in Teams)

3. Problem Solving/Conflict Resolution: be flexible, cooperate to adjust to unexpected problems and situations(5.1 Build Good Relationships, 5.2 Work in Teams)

4. Initiative: actively participate, cooperate with other team members, generate ideas, share information(1.1 Self-Motivate, 5.1 Build Good Relationships, 5.2 Work in Teams)

Creative & Critical Thinking1. Flexibility: be able to look at problems from new perspectives

(1.2 Be Honest, 9.4 Evaluate Actions and Policies, 10.1 Identify Problems, 10.2 Develop Solutions, 10.3 Launch Solutions)

2. Originality and Synthesis: bring many ideas together to find new solutions (10.2 Develop Solutions)

3. Risk-Taking: step outside one’s comfort zone to find creative solutions. (10.2 Develop Solutions)

4. Draws Conclusions: analyze data and information to make appropriate conclusions(7.4 Conduct Interviews, 7.5 Use Surveys, 7.6 Keep and Use Records, 8.1 Use Numbers, 8.2 Use Graphs and Tables, 8.3 Use Spreadsheet Programs, 9.3 Apply Knowledge)

Leadership1. Goal Setting/Visioning: take control of the group or situation, define the mission

and desired results(6.1 Manage Efficiently, 6.4 Lead Effectively)


2. Inclusiveness: work to ensure all members are included and their contributions are valued(5.2 Work in Teams, 6.1 Manage Efficiently, 6.4 Lead Effectively)

3. Honesty and Integrity: earn respect through hard work and ethical behavior(1.1 Self-Motivate, 1.2 Be Honest, 1.3 Be Ethical, 6.3 Politick Wisely)

4. Facilitation/Managing: use interpersonal skills to influence and guide others toward a goal(6.1 Manage Efficiently, 6.4 Lead Effectively)

5. Decision Making: willingly accept responsibility, use relevant information to make decisions(9.3 Apply Knowledge, 9.4 Evaluate Actions and Policies, 10.3 Launch Solutions)

6. Strategic Planning and Organization: plan, monitor and ensure success for meeting project outcomes(1.4 Manage Your Time, 6.1 Manage Efficiently)


APPENDIX III: LEVELS OF SKILL PROFICIENCY

Students will develop each of the 40 skills at a different pace. The 10 levels of skill proficiency provided below provide some general guidelines that will help students evaluate themselves and faculty develop more precise measurements of skills achievement. Four levels of skills proficiency are provided:

1. None2. Low3. Medium4. High

HHSE Appendix III Page | 1

1.0 Establishing a Work EthicLEVEL OF PROFICIENCY

SKILL None Low Medium High1.1 Self-Motivate Incapable of setting priorities

between competing tasks Unable to maintain personal

commitments and promises to others

No evidence of personal motivation to complete tasks

Often distracted and unfocused

Can set priorities, but does not always reach the end goal

Does not always follow through on commitments and promises

Works hard, but needs some outside motivation

Sets priorities Motivated to finish work and

achieve goals Has good work habits

Sets priorities and reach goals

Keeps commitments and follow through

Demonstrates personal accountability

Has strong will to achieve Has effective work ethic

1.2 Be Honest Habitual liar or dishonest Breaks promises and blames

others

Dishonest, but recognizes flaw

Keeps some promises

Honest and genuine Keeps most promises

Tells the truth to yourself and others

Dependable and takes responsibility for promises made

1.3 Be Ethical Demonstrates immoral behavior

Makes mostly irresponsible choices

Demonstrates integrity some of the time

Makes some irresponsible choices

Demonstrates integrity and moral behavior most of the time

Makes mostly responsible decisions

Demonstrates integrity and high moral behavior

Acts responsibly with the interests of a larger community in mind

1.4 Manage Your Time Procrastinates and misses important deadlines

Cannot multi-task Cannot create a schedule to

follow

Puts off work and have difficulty meeting deadlines

Plans a schedule, but cannot follow it

Completes tasks and assignments on time

Can handle a few projects at once

Plans and sets priorities Plans and follows a schedule

that allows you to complete tasks and assignments

Handles multiple tasks and projects at once

Meets deadlines 1.5 Manage Your Money Overspends income

Does not weigh costs and benefits of purchases

Reckless buyer

Spends money haphazardly, but does not overspend bank account

Does not have a checkbook

Has a checkbook, but do not use it

Considers costs and benefits of most purchases

Keeps expenses in line with income

Balances a checkbook and pay bills

Considers costs and benefits of all investments

1.6 Planning for Career Development

Lacks any discernible plan for skill and career development

Unfocused and unorganized

Has beginning ideas for career and skill development

Lacks solid plan of action to take part in career exploration experiences and activities

Has somewhat of plan for career and skill development

Plans and tracks skill development and improvement

Plans career exploration activities such as internships and jobs over two years


2.0 Developing Physical Skills


LEVEL OF PROFICIENCY


3.0 Communicating Verbally



4.0 Communicating in Writing

5.0 Working Directly With People

HHSE Appendix III Page | 6 LEVEL OF PROFICIENCYSKILL None Low


6.0 Influencing People


7.0 Gathering Information



HHSE Appendix III Page | 9LEVEL OF PROFICIENCY

8.0 Using Quantitative Tool



9.0 Asking and Answering the Right Questions



10.0 Solving Problems



APPENDIX IV: LISTS OF POTENTIAL WORK ACTIVITIES

The term “work” is used to mean all activities that don’t take place in the traditional academic

coursework. Each topic below is an activity that the Hybrid High School considers “work.” The

list is divided into the following six areas:

1. Work to Sustain and Improve the School 2. Interscholastic Activities3. Student Organizations4. Community Service5. Internships 6. Paid Part Time Jobs

The activities included under each are illustrative. Some activities might be placed under two

categories (especially among the first three).

1. Work to Sustain and Improve the School

Attendance Manager,

Blackboard maintenance

Blog techie

Bulletin board coordinator

Cafeteria server

Classroom tidiness

Common area duty

Computer repair/maintenance

Energy monitor

Flag duty

Floor maintenance

Job substitute

Laptop check-in/check-out

Library assistant

Nurse assistance

Parent-Teacher-Student

association

Parking lot attendant

Office assistant

Office space duty

Office space supervisor

Restroom duty

School ambassador/greeter

School correspondence

School laundry

School reporter

School sign maintenance

School store stocking

School supply stockroom

Student government

Student internship assistant

HHSE Appendix IV Page | 1

Student part-time job assistant

Teaching assistants

Tour guides

Vending machine stocking

Website and blog designers and

managers

2. Interscholastic Activities

Athletics

Band

Debate

Mock Trial

Model Congress

Model UN

Quiz Bowl

3. Student Organizations

DECA

Family, Career, and Community

Leaders of America

Future Business Leaders of

America

Future Teachers of America

Health Occupations Students of

America

National FFA Organization

National Honor Society

SkillsUSA

Technology Student Association

4. Community Service

Adopt-a-Highway/Adopt-a-

Street/Adopt-a-Neighborhood

Babysitting service for parents

attending school function

Big Brother/Big Sister

Boys & Girls Club

Care packages/cards for soldiers

Clothing/food drive

Community theater

Donating blood and blood drives

Elementary school tutoring

Fire department service

Graffiti removal/community

murals

Habitat for Humanity

Hospital, nursing home,

orphanage

Library

Mission/volunteer trips

Organized environmental clean-

up

Political organizations


Religious organizations

Safe ride organization

Salvation Army, Goodwill

Soup kitchen

SPCA/zoo work

Special Olympics

Toys for Tots

Visiting veterans

5. Internships

Business Internships

Accounting firm

Automotive shop

Carpentry/construction

Childcare

Computer repair/IT service

Food service

Hospital

Hotel/motel management

Newspaper

Nursing home

Real estate agency

Small business management

Staffing firm

Welding shop

Government internships:

Elementary/secondary education

Government agency

Municipality management

Prison/fire/police departments

Non-profit internships:

Same list as for community service

6. Paid Part Time Jobs

Business jobs:

Administrative jobs

Automotive shops

Banks

Car dealerships

Electricians

Financial firms

Grocery stores

Hospitals

Hotels

IT support/technical


Law firms

Libraries

Newspapers

Nursing homes

Plumbing services

Real estate offices

Restaurants

Retail

TV/radio stations

Universities/colleges

Government jobs:

Same list as internships

Non-profit jobs:

Same list as community service


APPENDIX V: EXAMPLE EVALUATION SHEET FOR WORK ACTIVITIESThe evaluation sheet provided below is provided by Berea College. It represents the kind of on-going evaluations that would be made of all work activities.

HHSE Appendix V Page | 1

APPENDIX VI: REPORT ON OFFICE SCHOOL VISIT IN NOVEMBER 2009

This Appendix contains notes from observations and interviews in a trip by three staff members of the Enterprise to Minneapolis, Minnesota. It contains the following:

1. Interviews from The School of Environmental Students (Zoo) in Apple Valley, MN

2. Interview of Bruce Jilk, Architect who advocates for office based skills

3. Advanced Academics – Minnesota Virtual High School

4. Crosswinds School

1. Interviews from The School of Environmental Students (Zoo) in Apply Valley, MN

General

Can you explain the application process? How competitive is it?

It may look like a competitive application but it is not. Only 3 times in 15 years did they have to turn students away. In the past 4 years, they have accepted everyone.

How are students evaluated?

What are students graded on? (Office time? Projects? House?)Students are graded on journal entries, group projects, papers, class (House) discussions, presentations, and occasionally tests. They only have one state exam to worry about, so there is no pressure to teach for any specific exam. Most students have only taken one or two traditional quizzes or tests.

Do you find that there a free rider problem in which one student in a pod depends on his/her podmates to do most of the work?Teachers can tell. While the curriculum is filled mainly with group work, students are evaluated on their portion of the group work. The individual journal and participation grades ensure that each student is responsible. There is also a peer pressure element to getting work done. The students at this school all want to be there, they get excited about the work they do, and encourage others to be the same.

What do the majority of your students do post-graduation? o How many go to college? Roughly 90%o What type of college? 65% 4-year institutions, 25% 2 year institutionso Do any students go straight to the work-force?

HHSE Appendix VI Page | 1

Unclear what the remaining 10% do—some take a year off, travel, or go to the military. Stick around Midwest.

Do you accommodate for special needs students? How? o Roughly 10% of students are special needs. o Do not do pull-outs, but use integrated approach.o There are 3 Special Education staff members for ID needs, physically disabled,

and students that are on the autism spectrum

What are Minnesota’s state requirements for class time spent in subjects and testing? How do you mold your school model around those requirements? The only requirements are a state reading test in 10th grade and a state Mathematics Test in 11th grade.

What do you do for students that need remediation?o If you fail your House class, usually means you can’t catch up and will have to go

to another school the next year.o Teach them the skills they need for math and literacyo It isn’t formal; they don’t really have anything (all together) for kids that struggle.o They will buy kids books on tape to do at homeo There are no “lower level classes” except math; if many students need it then they

will add it.Office

Floor Plan How big is the entire room?

No dimensions—see video.

How big is each office space?Roughly 4ft X 3 ft

Can it be reorganized or rearranged? Into what? How often?The house spaces can be reorganized daily. Each house had a central area in the center of the room, with office pods surrounding the outside. This central area can be split into groups of tables, lines of tables with the teacher in front, in a circle—whatever worked with the activity for the day. Movable white boards were easily used as movable dividers.

How are grades divided?There is one floor for the houses. Each grade was divided into two “houses”.

Pod Structure:

How are pods chosen? Personality Test? Student choice? Projects?In 11th grade, students are placed in pods in alphabetical order based on their last names. For senior year, they take a personality test.


Do students have to earn certain “better” pods?No, all pods are the same quality.

Are students allowed to change pods if there are discipline issues?They have never had to move a student to an entirely different pod for disciplinary measures. Students are able to organize the workstations within the pods any way they’d like.

Are pods always 10 students?Roughly, yes.

How much time do students spend in their pods?It varied from student to student, but it was never more than a few hours per week. Sometimes, students only go to their pods to drop off their bag in the morning and go to class, the library, or the zoo for the rest of the day. Most pod time is for study hall. Most of the students have at least one study hall in which they may work independently in their pods or in a larger center area in the middle of the pod area. Study halls are for one block, every other day. Occasionally, students are sent to their pods to do independent work for House, but most of their work is done in groups. All in all, students will spend 0-20% of their days in the pod.

How is a typical week/day organized? 4 blocks at 88 minutes each:

Sample: I and II House (7:35-10:35) about 3 teachers for 100 person “house”

III Chem. or Study Hall IV Spanish or Math

How noisy does the office area get?

Noise can be a problem—but it is the culture of the school to be quiet. The teachers set these standards and students follow suit for the most part. Students adapt.

Do you think this could be a bigger issue with low-income students?

Yes, if there is not the same culture of respectful changing of class periods.

Is office traffic a problem?

During passing time.

Do teachers have the ability to monitor the computer screens in the offices?Not electronically. Physically, monitors are faced into the central area where they can be seen by teachers and administrators. There are also firewalls.


Are there problems with students sneaking onto non-school permitted websites?

It happens, but not a terrible problem.

How are school subjects integrated into the office? (House time?)

During House time, students do not spend much time at all in their office. Only about 15 minutes on average is spent in the office. There is more group-work time in a centroom area in the middle of the pods. The same goes for math and other academic subjects. Students spend time between classes, at lunch, and during study halls or independent research periods in their office. When they do their independent research projects they use their office.

What percentage of student assignments are computer-based or self teaching?

The only self-teaching is done when students choose to do independent study projects.

(0% to 25% depending on the student, but on average closer to 0%.)

Do students use office time for a study hall?

Some students choose to have a study hall instead of taking an academic elective.

What do you look for when hiring staff?

How they present themselves. Make sure they aren’t married to the traditional curriculum. They also get input from the teachers they will be co-teaching with.

When you recruit teachers, how do you make sure they buy into the office aspect?

As long as they aren’t married to the traditional curriculum. Usually they can tell just by talking to them.

SKILLS

Do students choose their own classes?House is mandatory—but otherwise yes.

What is the test-prep routine? (Classes? After School tutoring?)There are no in-school SAT/ACT test prep classes. AP classes have in-class test prep and outside homework as test prep as test time nears. While there are tutoring programs (run by seniors), they are not focused on tests; rather, they are focused on developing study skills and organizing their projects.

Are AP classes given at this school?


AP Human Geography is integrated into the house curriculum.

Art

English Literature

English Language

Calculus

Chemistry

Bio

Physics

Environmental Science

World History

*Students can go back to home school for AP courses not offered at SES.

About 15% of the students take the AP tests and score very well.

Are there any college credit courses offered?

AP Courses

What is the school’s opinion on using online courses for instruction in the office space?

Are they offered? No Which system? Not applicable. Advanced Academics/Minnesota Virtual High School? Haven’t heard of this

particular program—but think it could work if there was the right balance between this mode of instruction and teacher instruction as well.

WORKHow to extracurricular and athletics fit into this school?

Extracurricular activities are all started and organized by students to fit student demand in any particular year. There are many more clubs (student government, Ninja club, Bible study) than sports. This school does not have any inter-scholastic sports teams. They have done frisbee, canoeing, and cross-country skiing in the past, but those are based on whether the students are motivated enough to start the clubs that year. They are not graded and are seen as secondary to academics. Students do, however, travel back to their home high school to participate in band, chorus, and sports.

Do you have any community service requirements?

Yes— it is mandatory that each student participates in service projects on service days. They have environmental service projects, such as wood chipping trails, habitat management, and trimming brush. They also have social community days. Students who cannot participate in the school-run projects must find time to make it up.

Individual and group projects are produced for the good of local government and non-profit agencies.


Do students ever work (at the Zoo?)

Aside from wood chipping trails, and trimming brush for community service projects, students do not generally work at the zoo. While some seniors are chosen to shadow zoologists, students generally only do science projects at the zoo.

How do you reward or evaluate their work efforts?

The school does not evaluate work efforts.

What motivates students to do work?

Money at outside jobs. Community service projects are required by school.

Who runs the work programs? Students? Staff?

Not applicable.

What is your view on student-run work programs?

Interesting concept, but we don’t have it here.

Could you see students doing these types of jobs: gardening, trash cleaning up, cafeteria, TA, grading papers, etc)

There are some places (Warren Wilson, NC) where students have to work at the school as landscapers and janitors. It is an interesting idea, but the students here are busy enough. They have other jobs outside of school.


2. Interview of Bruce Jilk, Architect who advocates for office based skills

Do any of the schools you have designed work with low-income students?

Kapolei School in Hawaii Career Academy in St. Louis, MO (Students have individual workstations)

What is the cheapest we could make a school like this will be?

Career Academy in St. Louis has a focus on computers and technology. They remodeled a building abandoned by the school district, with wings-- 400 students $100,000—in 1995 (take into account inflation).

How much time should students spend in their individual workspaces? Should amount of office time increase with age?

It doesn’t matter how much time they spend in their pods, the important thing is that they have pods. If they spent no time in the pod, they will be effective simply for the fact that student can take ownership of their learning environments.

The Zoo School is successful—so many aren’t—what do you think it does well to make this “office principle” work? (Teachers behind vision? Leadership? Anything else?

The people.

What are the most important aspects of the “office concept” when building a school?

Students owning individual workstation Having flexible walls to change the classroom structure (will inevitably change over

time) Students design classroom as much as possible so they have control over their learning

environment

What do you think about using online learning programs to offer instruction at the pods using programs such as Advanced Academics?

Look at MeriCopa Community Collegeo Mixed learning environments (core building blocks can be changed to many

settings)o Formal learning on the computero Production center where student can create things based on what they have

learned Career Academy Make sure not to lose personal contact of teacher


What is the next step in designing our school?

Come up with learning expectations, given those expectations what learning processes will you want to you? The figure out how to spend time and organize space.


3. Advanced Academics – Minnesota Virtual High School

How many hours do students work to get a credit?

- Not a specific number, just finish course material

- Typically students spend 20-30 hours a week for a full course load and can work on

Saturdays and Sundays and at night

How do you develop curriculum to coincide with state requirements?

- Minnesota Department of Education goes through curriculum to make sure it coincides

- Students are able to take 15 classes a year (more than the state standard of 11-12)

What types of socioeconomic statuses?

- No specific income level

Why do students want to go online?

- Social reasons

- PACER – Parent Advocacy group

- Special needs population has soared

- Drop-outs that want to finish up their degree

What type of student assessments do you do?

- Different curriculum for different states. State standards are starting to match up.

- Remedial Coursework:

o If a student doesn’t do well on a course it is required by the state for students to

do a remedial course that is in line with state standards

o Developed on a needed basis for students enrolled in virtual high schools

o Not offered by themselves to general population

Can you describe what courses are like?

- Teachers will help students by altering the course and teaching to weaknesses

- Interactive videos, not just reading

- Clever in making it look “Millennium Child-Like”


- Chat lines, e-mail, and communication Log

- Student locker for storage of partially finished work

- Teachers rotate schedule 6AM-11PM and students can use other teachers if theirs is not

available or they can leave their teachers “notes”

What are the enrollment policies?

- Students open enrollment

- Students all over the state and US

What type of teachers do you hire?

- Certified

- Over 60% have a Graduate degree

- The majority of them are licenses in

7-8 states

- They have been teaching for over 10

years

- Multi-taskers

How do you evaluate success?

- Not pass/fail. It is a percent through districts since they are connected through them.

- 60% or better is passing

- They can weight classes if the students don’t finish the course

- Before they can retake a test they need to go back through the material before retaking it

- Students must pass Minnesota state testing requirements

What kinds of statistics prove that they improve student learning?

- None – Just starting to track it

Numbers of students who do it independently at home? Do it in class at a school?

- All do it at home

AP Courses

- Seems that they do well compared to other students


- Numbers have been increased

- 90 % finish and pass the course/test

- Mostly part time kids

* Note: Online Charter school competitor has 20+% Special Needs

Do you track students after they graduate?

- Developing tracking students

- They offer career and college fairs in

which the counselors meet them

there to help them

- Mixed 2-4 year colleges

- A lot have joined all branches of the

military

- Depends on economic status

- A lot go into technical trade schools

- Courses meet standards of NCAA

How do you evaluate students?

- Since they’re in their second year, not many evaluations yet

- AYP in math – working on improvements

- More informal

How many students take the AP test

- None full time last year, but they could have taken it through their home school

- Many of the students who take the AP classes are part-time so this could be why

What types of tests do you do?

- “Open-Book” leave and re-enter and then submit it

- Closed – book type

o Only enter one time

o System will track if another window opens while taking test and teachers will get

a “cheater” pop-up and the student will be locked out of the test.

o No textbooks unless need reading material

How is Advanced Academics different from other online learning providers?


- Dedicated full-time teaching staff

- Live teachers on chat and call (7AM-11PM)

- Other places have modeled after Advanced Academics

- Since partnering with DeVry there are many new resources

- Own curriculum development department

SAT/ACT Prep

- None through the school

- Refer them to other places

Is there a cap on how many students can be in each class?

- Yes, but we hire new teachers as needed for those courses.

- It goes by the individual state requirements for student to teacher ratio

Other important facts about Advanced Academics :

They get money by Average Daily Attendance

Supplemental Program as well and the students home district has to share money with

Advanced Academics

Grades 6-12

Academic Advisors grades 6-8

o Track these kids progress weekly

o Ask them to do 1% of class per day

Parents can track a students’ progress daily on the main webpage and they can see

everything that they do

It also tells them how much of their course they have completed on a “gas gauge” on the

main page

Central office acts as guidance counselors and they check in on them and call to tell them

if they need to spend more time working.

Formed a partnership

o Teacher Core (Oklahoma City)


o Special Education with counselors

Business model – Some of the Charter school staff members at the office (Special

Education)

Skyward – student information system and information is downloaded into Mars system

to create revenue

Based off hours and credits

Online in a lab setting a proctor is there and online with staff in Oklahoma

Opening doors on Saturdays to help with tutoring and schedules

All full time students get a laptop, not half-time.

Private pay $425 a course

Minnesota Virtual HS is partnered with a Charter school (Minnesota Transition Charter

School – 2nd oldest in the United States) that has different programs within its charter

Advance Academics Student Interviews:

Nelson Vick

- Name, age, grade?

o Nelson Vick

o Writing test in April – Going to Ohio State to play tennis

o Graduating by the middle of January – starting at Ohio State in last quarter in

March. Red shirting to train with the team to get a head start.

- How many credits do you have left?

o 10 courses – different requirements for Social Studies instead of his old school.

o English IV

o 2 Art Classes – Fundamentals of art appreciation and art history

o 2 P.E. Classes – personal health and safety and fitness fundamentals (physical

education) pretty easy for him with tennis training

o Some classes are more difficult than others. Social Studies is more difficult.

Understand new material and also write essays (5 per unit sometimes) several

projects.

o Well over half way done. 4 Classes already done.


o Feels like he learns a lot, but a lot of the essays didn’t make him go into too much

detail. Not as deep as in his other school.

o A lot of the multiple choice questions designed more to be what you will see in

college because it encompasses everything (mainly seen in long answer or essay

questions).

o Discussion Boards.

- How many hours a week do you work?

o 4-5 hours each day, about 25-30 hours a week

- How are you graded?

o Through multiple choice (pre-determined) at the end you submit for a grade.

o Teachers usually get grades back quickly

- How many hours per week do you communicate with teachers?

o Only chat if there is a technical problem or if they have questions about material

that he is working on.

o Instant help option

o 4 or 5 times a semester. Not a daily or weekly thing, but it could be if needed.

o Teachers send e-mails about certain parts of the tests.

- Are your parents involved?

o More of an independent thing. They give him time to not be distracted. They

make sure he gets going early in the morning.

- Do you feel like you have a good quality of education?

o If he had been here 4 years, here he thinks yes.

o Learned many skills he would have otherwise: self motivation.

- What Skills have you learned?

o Time management – take up a lot of time. More than experiencing at past high

school.

o Self motivation, organization

- How were you recruited to Ohio State

o Through tournaments and invited him on a visit to see how he fit in on the team.

- What do you like about Advanced Academics?


o Flexible, especially with missing days for Tennis tournament

- What do you like about your old school that you do not get from Advanced Academics?

o The style of education. More critical thinking. Wishes there were more discussion

questions you can have with your teachers. More beneficial to have dialogue with

the teachers instead of just reading the material.

- Why did you come to the HS. How Long?

o Started going this year.

o He went to an all male Jesuit HS in Milwaukee his step dad got a pastor job and

they had to relocate.

o The easiest option instead of staying away from family or having to go to another

school and get used to it, AA was the best option for him

- How rigorous do you find the courses to be?

o Not very difficult

o Fit an entire year into one semester, which made it difficult.

Amanda Trott

- Name, age, grade?

o Amanda Trott

o Sophomore 15 going to be 16 in January (finished HS in 2 years)

o Went to a public school (Rogers) pretty big school. Otsego, suburb in Minnesota.

High Income.

o Started this year a little after the school year started

o A teacher showed her the online testimonial. Called and wrote a paper about why

she wanted to do it.

o PSEO – Counts for HS and College Credit wants to study to be an OBGYN or

doctor and then transfer to U of Minnesota

o Educational opportunities were the right choice for her

o She can work at her pace instead of the teachers

o Wanted to do it


Wants to start college next year Onokuaramsi (4 year Community

College)

She can work, go to school, and play Rugby because of flexibility

Teachers always help, Quickly!


o Biology

o Algebra

o English 2A

o American History 1B

o Health and Safety

o Spanish 1A

o Summer classes possibly (6 each semester and 3 in the summer)

o LOTS of essays

Feedback from the teachers telling them what they need to add

That’s how they know that you know the information.

o Grades on everything and will tell them how much of their class they have

completed.

- Do you talk to your counselor?

o Yes and she is very helpful with working and she found out she can talk to them

about anything.

o Kind of busy but she will get back to them

- Would you rather do it at home or in a school setting?

o It will be nice to have somewhere to go to get extra help

- How were your grades before at your old school?

o 3.337 (Top 40)

o Right now 4 A’s and 2 High B’s


o Get up, eat

o 9-11

o Eat spend some time with mom


o 12:30-2:30

o Might get on at night

o About 4 hours a day and weekends if she has the time.

- Compared to high school

o Like flexibility

o Take extra time and work at her pace

o She can work at night and not have to worry about studying

o She can always find a teacher online

- How far are you along right now?

o Varies

Spanish – 38% (started later than other students)

Health – 41% about to take a midterm

English – 30%

Tests count for more percentages


o About once a day

o Asks questions about math to make it understand

o Whiteboard is used a lot

o Communicates with different teachers because they don’t mind

o Teachers have different teaching styles so she will ask around if she understands

better from another teacher

- Are AA classes easier?

o Classes are harder than normal high school because she has to motivate herself

and read through everything herself.

- What is the instruction like?

o Read through course material

o Enter assignment and answer questions

o Teachers help

o Unit reviews

o To retake material it depends on how bad it is teachers will reset it to take over


- Do you find this model of instruction to be distracting?

o No, in high school, kids were talking, so how much time was she actually

learning.

- What skills have you acquired?

o Self motivation – log onto school not other websites

o Time management

o Learning on her own is preparing her for college

- What aspect of school is Advanced Academics missing?

o Friends everyday in school, but see them on the weekends

- Do you feel like you are simply memorizing answers?

o Actually has to read through the material and not just memorize what the teacher

says

o Has to figure out what is important and what isn’t

o Not being “taught to the test”

- Do you feel like you are receiving a high quality education?

o Yes, compared to what she was getting this is better for her

o So many students before and she had to wait in line and now she can get answers

quickly

- What will you change about AA?

o Long turnover rate for assignments

Samantha Erdal

- Name, age, grade?

o Samantha Erdal , 17, Senior

o Graduate this year hopefully sooner, but most likely in the Spring

o Plans to take a year off of school and do work with her mom or at the job she is

about to get. Get an apartment, get settled and then go back to school.

- Why did you decide to do this?

o Early last year (Minicanca HS) had learning disorders and the teachers weren’t

doing anything different and were only making it harder


Learning disorders: (ADD, Math, and Comprehensive disorder)

Only retains 10% of information from lectures

AA is really helpful to go at her own pace to learn it on her own and be

able to re-read things instead of being told what to do.

Math class is one she is actually done with, so she learns better this way

o Transferred as a Junior

No idea what her GPA was, very low (Mostly D’s and some Cs and B’s)

Now she is passing all of her classes but not sure of GPA

- What’s good about AA

o More on her own time. Do it at night, morning, anytime.

o Nice to have all the information in front of her so she can reference it

- What’s bad about AA

o Lack of motivation – downfall. If you don’t have motivation then this method of

schooling will not work.


o 6 left

o Started all the classes at the same time (2 months ago)

o Finished personal psychology, english, and math in two months

o Still have Earth Science and Sociology (slower and more difficult) less than 50 %

done for the semester


o 1 - 2 hours a day

- How do you motivate yourself?

o Parents help and tell her to work on stuff.

- Where do you live?

o Eden Prairie, an upperclass suburb

o went to a college–prep school


o Haven’t talked to her teachers in a long time

o Awesome guidance counselor


o They go into the AA building to get help (really helpful)

- Are AA classes easier?

o Now it’s easier since she can actually do them and teach them to herself.

Completely different.

- Will you like it better to sit in a room and work on it with a teacher supervisor?

o Love having it at home…very convenient because she can take her computer

anywhere that has Wi-Fi to do work.

Sam Maxie Jr.

- Name, age, grade?

o Sam Maxi Jr., 15, 10th grade

o Going to Minnesota Transition 2 years, but this branch almost a year.

o Went to the Academy of Bio Science

o Wants to go to college in North Carolina at Wake Forest University

o From Brooklyn Park, suburb, nice. Middle class – Upper

- What type of student are you?

o Straight A student, only 2 B’s (4.2 GPA)

o Grades were a lot higher than Minnesota Transitions

- What is Minnesota Transitions?

o Good school that offers learning for the average learners

o A lot of characters of teachers

o In Southern Minneapolis, close to Hiawatha

o Two branches:

Commuter site – arts and advanced learning

JROTC

- Why did you decide to do this?

o His sister was sick and he wanted to spend time with her

o Thought school didn’t have enough fundamentals, teachers just gave work to do

but didn’t care about how the students were learning

o AA wants to take part in the learning and cares about the students


- What’s good about AA?

o More relaxed

o Have the whole day to get things finished and clear in your head

o Don’t have to stress yourself out

o Others can’t distract you

- What’s bad about AA?

o Sometimes teachers take awhile to get grades and assignments back

o It will be nice to have someone on 24 hours

- Who/what helps you with staying on track?

o Learns everyday and goes into class like it is a habit

o Loves school

o Parents make sure he has an understanding of material


o Graduate 2012

o Taking 5 classes right now. Has until January 14th to complete.

o 10 classes completed so far.

o Currently taking Physics Science, Algebra I, English, Government

o 50% done with most and 75% with one


o 4.5 – 5 hours depending on how long the homework takes

o 11AM or around 4-6PM at night

o Monday through Friday


o Comes into the office sometimes.

o 4-5 times through chat

o Calls if he has technical problems

o Usually understands the material on his own

- Are Advanced Academic classes easier than classes you’ve taken previously?

o Not so much challenging but keeps you up to date on your homework


o You can catch up or work ahead

- Will you like it better to sit in a room and work on it with a teacher supervisor?

o Likes to have teachers around him as long as teachers are there who want to teach

- Curriculum equivalent to other school?

o Pretty much the same


4. Crosswinds

What type of school is Crosswinds?

o Magnet school with students from 10 different districts

o International Baccalaureate School (IB)

o School focuses on global and they receive some state funding support from public

schools

o Find out what the kids perception of HS is and then define it

o 520 Students

o Their sports teams are low-key, balanced, individualized, no tryouts, and it is all

about the skills

o 55 minute periods. 6 periods in a day. Most efficient way to teach.

o Stay in their houses for core classes and travel for electives

o Possibility of 6-12th grade in the future

Where does your funding come from?

o Funding comes from desegregation funding (urban and suburban students)

How Competitive is the application process?

o Competitiveness in 9th and 10th because not many students are accepted later on

o Won’t accept new students because of unfamiliarity after the 8th grade

o Apply at the end of February and receive acceptance letters in March

o Once accepted into the schools, they are enrolled until the end of 10th grade

Do you have a management concern with your lunchroom being right in the hallway next

to the office?

o Management concern is the lunchroom, but the setup allows for less space needed

for non-academic rooms

What is the physical set up of the school like?

o The architects have an idealistic way of thinking about schools

o There are 3 towers with 6 houses (2 in each tower)

o There is one closed room in each house that teaches a different subject

o Each teacher has their own classroom


o Teachers have a desk in each room

o They also have a “teachers” room that students have to knock on the door to go

into because of confidentiality reasons

o Special Education students have their own room

o Storage rooms for materials

o Flexibility of spaces – can turn into all types of rooms

o Main office should be visible and a part of the school

o Students designed this school because they wanted it to be a place like “home”

Why did you convert back to using lockers?

o More space for students to keep their stuff in a locked area

Why are there no more individualized work stations

o Didn’t work very well for their type of school

o Kids were too young and immature to handle it

o Students move to teachers instead of teachers moving to students

o Students don’t like other students using their own work stations

o Too heavy and took up too much room

o Inflexible

What is the middle of the room used for?

o It is an active area and a “messy” section in the room for experiments

What do you look for when hiring teachers and staff?

o Young teachers tend to rely back on what they had learned (room setup wise), so

we want innovative teachers

o Teachers who like this age group

o Inquiry approach to learning

o Experience with urban kids

What are the classes like?

o 10 minutes lecturing, then work, then come back together (teachers have to

practice this transition quickly)

o 6th grade spends the majority of their day in the house, more than any other grade.

o 7th and 8th survey options and 9th and 10th find a focus


o Projects are mostly in groups

o Everyone takes Spanish in 6-9th grade every other day and every day in 10th grade

o They are thinking about having upper level core classes in Spanish to make the

students more fluent

o There are no study halls

o Large gymnasium. PE and Health every other day and Spanish on the other

o Students don’t choose their core classes, but they choose their electives

What do students do on their computers?

o Northstar online courses – AP Chemistry online, IB Diploma

o Online is the future of education

o They learn Excel, PowerPoint, Word, etc… starting in the 6th grade

o There is always a presentation component to the projects

o Some filters and random watches by the district offices and the school

o No online at the moment, but if they add 11th and 12th then it is a good possibility

for some courses since they can’t teach them all

Is there a community service requirement?

o Community Service requirement with all IB schools.

o Certain number of hours

o Some classes have a requirement too

o Intersession – Community Service opportunities

What does your staff consist of aside from teachers?

o Main office

Promise fellow for underachieving students

Guidance Counselors

Principle

Assistant Principle

etc…

Where do students go after they are done in 10th grade here?

o A lot of kids go to the Avalon school in 11th and 12th grade

Are there any student groups or mentorship programs?


o Student groups

Art

Science

Fitness

Orchestra

Drama

Tutoring

o There is a mentorship program between younger and older students during

homeroom

Do you think that jobs will work for students during the school day?

o Jobs work up to a certain point if scheduled right

o Work to train kids in 9th and 10th and then let them do it alone in 11th and 12th


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buildinghybridhighschools.files.wordpress.com · Web viewThe Hybrid High School Model. 2010 Report. A Report of the Hybrid High School Enterprise. ABSTRACT . The Hybrid High School