Early/Middle College

Michigan Department of Education Early/Middle College HIGH SCHOOL 2017 Application

Early/Middle College (E/MC) High School means a public high school designed to allow a pupil to earn a high school diploma while also earning an associate’s degree, an industry recognized technical certificate, the E/MC (MEMCA) technical certificate*, or 60 transferable credits. An E/MC is a five-year high school program and is designated by a code in the Educational Entity Master in the Michigan Student Data System.

OFFICIAL NAME OF NEW/PROPOSED E/MC HIGH SCHOOL: Projected Start Date:

Legal Name of Operating Agency District & Building Entity Codes

Superintendent or Authorized Official Fiscal Agent (if different from district)

Address of Early/Middle High School Site Regular E/MC Application E/MC-CTE Application City State Zip Code MI

County Grade Structure 9-13 11-13 Other PART A Early/ Telephone Number Email Address Middle College Early/Middle College High School Contact Person and Title High (Principal, Director, Dean and/or Coordinator) School Telephone Number Email Address

Primary Postsecondary Partner Contact Name and Title (List additional postsecondary partners on p. 5)

Entity Name Entity Code

Telephone Number Email Address

*The E/MC (MEMCA) technical certificate may be granted by E/MCs which have had their career and college readiness curricula approved by the Michigan Early/Middle College Association. To be awarded the certificate, students must complete the Michigan Merit Curriculum, must earn a minimum of 15 college credit hours, and complete either 100 hours of community service or 40 hours of career exploration, internship, job shadowing, or clinical experience, or a combination of the two that equals 70+ hours.

1 Required Items Attached: Yes No

A. Copy of a signed Memorandum of Understanding with local constituent district(s) and higher education collaborating partner(s), which includes the postsecondary partner agreement to report in the STARR and financial responsibilities for all partners. B. Description of the overall Early/Middle College 5-year E/MC program (include a sample detailed Program of Study and sample five-year plan for student.) C. Evidence of local board approval of a five-year graduation plan, including required course(s) for high school graduation (e.g. include a copy of the board minutes). D. Graphic display of organizational chart with personnel dedicated to the E/MC (include name and e- mail address of the district’s Pupil Accounting clerk). E. Is this an E/MC program coordinated by an ISD or RESA for one or more districts? (If the answer is “yes” then a list of all participating districts must be attached. Please keep in mind that an intermediate district can establish an E/MC program for stand-alone schools only. A Shared Educational Entity (SEE) could be established, as long as the intermediate district has the correct partnership agreements in place with a local district. It is important to note that an intermediate district cannot directly claim FTE for general education students.) F. Part B Characteristics of the Early/Middle College: School Within a School Public School Academy Separate Building Shared Education Entity for Reporting only – a copy of a signed Memorandum of Understanding with local constituent (member) districts is required. Shared Educational Entity for Reporting and Accountability – This designation requires an additional application process through MDE Accountability Services.

2 PART B

1. School Profile: Please complete the following sentences with the collective wisdom from your E/MC design team: is the name of the LEA (local educational agency or school district) who will grant the high school diploma to the early/middle college student. Our current high school enrollment for the 2016-2017 year is students. Our economically disadvantaged (Free and Reduced Lunch), racial and special population demographics are as follows: . Our current graduation rate was (as of June, 20). Given our current school profile, we expect that our new E/MC will make college courses accessible to (insert # and %) more students than we currently serve through traditional dual enrollment, concurrent enrollment, AP programs or other means. We plan to market the E/MC opportunity using three primary strategies including: 1 2) 3) . Following approval of our new E/MC, we plan to have (insert # and % for the first year of E/MC operation) of our high school population graduate with a minimum of college credits, or a MEMCA (Michigan Early/Middle College Association) certificate through our new E/MC program. We expect that the average college credits earned by students at the (insert name of your new E/MC) will be . We anticipate that our students will achieve an average GPA of in all college coursework (insert current average GPA if known).

Our state assessment (M-STEP) results reveal that % of our students perform proficiently in math; % perform proficiently in reading; % perform proficiently in science; and % perform proficiently in social studies. Our E/MC model aims to enhance career and college readiness at an earlier age so that students begin to understand the whole-child preparation needed to be successful.

Our graduation rate (☐ district or ☐ ISD average) was % during the 2015-2016 school year as stated in the first paragraph. We anticipate that students enrolled in our new E/MC program will have a graduation rate of %. To accomplish this goal, we will eliminate , add , hire , offer , and change . In other words, more emphasis will be placed on . (Insert name and title) will lead this effort, but all E/MC staff will be accountable for this common goal. Therefore, we expect our new E/MC program to impact our overall graduation rate by % by the time we graduate our first E/MC cohort in June, 20. By 2025, we expect the graduation rate at (LEA School District name) to grow by % giving us an overall quality graduation rate of %. Our current county degree attainment rate is currently (insert % from the Lumina Foundation report). We envision that our new E/MC will produce of Associate Degrees by the end of our third year of operation. There are (insert number of E/MC high schools and programs) existing E/MCs in our county. Our collective efforts will help Michigan achieve the goal of 60% by 2025.

3 PART B

Currently, % of our high school student population qualifies for Free and/or Reduced Lunch (FRL) programming. % of our schools’ FRL population are currently engaged in dual enrollment programming. Our goal is to increase the number of FRL student participation in E/MC programming by students. Additionally, we will intentionally seek first generation college students by using the following strategies: . The current foundation allowance for our district is $ per student. Our postsecondary partner will invoice us $ per credit hour, or approximately $ per course. Based on E/MC enrollment projections of students in year one; students in year two; and in year three, our business office projects that the district will spend approximately $ in college tuition costs and fees in year one; $ in year two; and $ in year three. FTE revenue generated from this E/MC venture is expected to yield gross funding of $ following the first cohort graduation in 20/20; $ following the second cohort graduation; and $ following the third cohort graduation. The district agrees to invest $ of this revenue per year beginning in 20 to support on-going research of the E/MC model/movement in our district and the state.

2. Power of Site: Our E/MC students will earn their postsecondary credit as follows (e.g., on a college campus, at a CTE center, at the high school, in the evening, on weekends, by college professors, etc.): Where: When: With Whom: How:

3. Professional Development: Our new E/MC will be a High School Entity that operates as a: ☐ School Within a School ☐ A Shared Educational Entity (SEE) ☐ Coordinated by an ISD ☐ Coordinated by an LEA ☐ A SEE for Accountability ☐ A Public School Academy ☐ An E/MC Program

4 PART B

The district will commit resources (primarily from the 5th year FTE) to give faculty, staff, and students associated with the new E/MC the chance to participate in the following INTELLECTUAL GROWTH CONFERENCES to assist with the E/MC reform movement:

Conference/Workshop # of High School Staff # of College Staff attending attending MEMCA Winter Conference MEMCA Summer Conference MEMCA Administrator Workshop MEMCA Teacher Workshop MEMCA Counselor Workshop MEMCA Student Conference National E/MC Conferences Other rich, robust, relevant, rigorous and refreshing PD that reflects evidence-based research

We plan to present our Career and College Readiness Curriculum to MEMCA for approval in: April, 20 May, 20 October, 20 November, 20 Evidence-based research and resources will be used to help us design and continuously improve our E/MC Career and College Readiness instructional model. Our top three research sources currently include (List author, institution, and research work/materials): I. II. III.

4. School Board Policy: Our local board of education has adopted the E/MC five-year design model during the (insert date) board meeting. The attached board minutes provide evidence that graduation requirements shall include a fifth year of college courses including at least one (1) high school course required for graduation that must be a math or math related course. The course may be offered for both high school and college credit.

5 PART B

5. E/MC Student Criteria/Eligibility: Considerations for entry into our new E/MC program will include the following (check all that apply): Grade level (9, 10, or GPA minimum of Single parent/No parent 11th or 9th only, 10th only) Economically Accuplacer or Compass PSAT Score Disadvantaged or Free Score and Reduced Lunch status Underrepresented Social/Emotional Challenges # of Suspensions/Referrals Student Local Academic Recommendation Letter Parent Meeting(s) # Assessment Tool from EDP Goals Student Essay Attendance Advanced Placement International Baccalaureate First Generation College (AP) or (IB) Course Performance Student Concurrent Enrollment Performance Extracurricular Student must have own M-STEP Scores Participation transportation to the College Special Population Employer Endorsement Homeless Student Student Current Success in Dual Student in Foster Care Child of District Employee Enrollment Other: Other: Other:

6. Social/Emotional and Academic Career and College Readiness Wrap- Around Services: Our new E/MC will go beyond traditional dual enrollment to meet the unique needs of E/MC students by (list below 10 NEW WRAP AROUND SERVICES UNIQUELY DESIGNED FOR E/MC STUDENTS – E.G. CURRICULA COMPONENTS, UNITS, OR SUBJECTS relating to career and college readiness): I. II. III. IV. V. VI. VII. VIII. IX. X.

6 PART B

7. CTE Early/Middle College (If applicable): Our new E/MC program will contain a Career and Technical Education (CTE) component that includes one or more state-approved CTE programs. The following CTE programs have already been approved: a. b. c.

A memorandum of understanding (MOU) attached to this application provides evidence of an agreement between the CTE provider/institution, the E/MC and the higher education partner.

(if applicable) We plan to ☐ ADD or ☐ PARTNER WITH EXISTING state-

approved CTE programs for our E/MC as follows: (list the name of the federally/state recognized Career Cluster) a. b. c. d.

Our Work-Based Learning business partners include: . They are supportive of this endeavor in the following ways . All of our approved (or yet to be approved) CTE programs have been adopted as priorities by the Prosperity Region’s Talent District Career Council, chaired by (insert name of Chair and company/agency). A comprehensive, concise instructional plan for the five-year CTE Early/Middle College is attached to this application. (Insert name, title and agency) will monitor the industry certification outcomes to determine whether the CTE E/MC is filling the workforce shortage pipeline as intended. The specific industry certifications to be issued/measured include (list certificate name, current year certifications awarded, and goal at the end of three years):

a. b. c. d.

It is understood that all 12 segments of the CTE program must be delivered and completed by the 4th year of the E/MC program.

7 PART B

This section must be completed if applying for an E/MC for 61b with existing CTE programs: Our new E/MC will partner with existing CTE programs to form a CTE-E/MC. The following Federal Perkins Core Performance Indicators reflect our collective performance for existing CTE programs:

Actual for Actual for CTE Region for This Building CTE CTE PERKINS State Target Past School Program(s) INDICATOR for 2016-2017 Year 1S1 Academic 51.30% Attainment/English 1S2 Academic Attainment Math 27.00% 2S1 Technical Skill 45.92% Achievement 3S1 Secondary School 95.00% Completion 4S1 Student Graduation Rate 96.00% 5S1 Secondary Placement 95.00% 6S1 Nontraditional Participation 27.00% 6S2 Nontraditional Completion 34.50%

If this E/MC application is approved, our E/MC K-13 design team certifies that it will regularly and accurately report student data (including dual enrollment statistics) through the Center for Educational Performance and Information (CEPI) as prescribed by CEPI officials. The E/MC also agrees to be monitored by MDE/MEMCA officials with unscheduled visitations throughout the course of its operation for the purpose of on- site technical assistance and quality improvement. Certification signatures of all team members are shown below:

8 Signature of Postsecondary partner certifying that their institution will report in the STARR (Student Transcript and Academic Record Repository) data system annually:

Typed Name:

Title:

Signature: ______

*New “School” Entity - Effects Checklist

[1] Creating a new “school” entity in the Educational Entity Master has many effects that districts must consider before applying to have the new school created. If this new entity will be primarily responsible for educating even one student in grades K-12 (i.e., a Primary Education Providing Entity (PEPE)), the entity will be held accountable as a school. NOTE: Unique Education Providers are entities such as early childhood programs or career and technical education centers, not entities that are PEPEs for K-12 students. Each of the bullet points listed below has its own detailed requirements and instructions. This document is intended only to be an at-a-glance view of the impact of creating a new K-12 school. New Early/Middle College High Schools may not be classified as Unique Education Providers (UEPs). In other words, if the operating agency is currently a CTE Center or Alternative Education Center, it must alter its status as a UEP with CEPI or establish a new entity.

All schools:

☐ Must submit/review data in all required Center for Educational Performance and Information (CEPI) data [2] systems :

Michigan Student Data System (MSDS)  Reporting is required in the fall, spring and at the end of the school year. Student enrollment must be reported at the school where the student receives instruction.  Monitoring of all MSDS data submissions is required to ensure data accuracy. School Infrastructure Database (SID)  Incidents of school crime are required to be reported at the end of the school year. Registry of Educational Personnel (REP)  at All staff the school must be reported in the fall and at the end of the school year. Financial Information Database (FID)  Expenditures must be reported at the school level. Educational Entity Master (EEM)  Contact and demographic information must be maintained. Graduation and Dropout Application (if applicable)  Review preliminary graduation rate reports and exit status audit findings.

☐ Will receive a school-level accountability designation. Also, the parent entity (e.g., the district of a new LEA School) will receive a district-level accountability designation, which includes all students for whom the school is [3] the PEPE .

☐ Must complete all school-level reporting. This includes a school improvement plan, school process rubrics, or a self-assessment. [4] ☐ Must administer all state assessments to students for whom the school is the PEPE .

☐ Must complete educator evaluations for teachers/administrators working at the entity.

9 [1] Entity types equal to: ISD School, LEA School, or PSA School. [2] Please visit: CEPI at www.michigan.gov/cepi for more information on each of these CEPI data systems. [3] There is an exception to this general rule for entities that apply for and are approved as a Shared Educational Entity for Accountability. For more information about the sending scores back accountability policy, please visit ww w . m i c h i g a n.gov/se e s . SEE applications must be submitted annually. [4] This includes establishing each fall as a Michigan Merit Examination test center (if school has grade 11 or grade 12 enrollment) and ensuring staff participate in required MME training workshop. For additional information, please visit www . m i c hig an.gov/ m m e .

Assurances and Certifications

1. The Early/Middle College High School will provide a unique environment for students, integrate a ‘career and college readiness’ curricula, and provide guidance and counseling specifically designed to support Early/Middle College students. 2. Early/Middle College High School students will be identified and flagged in the MSDS as Early/Middle College High School students participating in the Early/Middle College no later than the fall count day of 11th grade. 3. Early/Middle College High School students will not be moved in and out of the five-year cohort once identified. 4. Early/Middle College High School students will annually update their EDP to reflect E/MC academic plans and have a description of the E/MC program built into their EDP graduation requirements. 5. Early/Middle College Program students will be considered ‘on-time’ graduates by earning a high school diploma and an associate’s degree, an E/MC (MEMCA) technical certificate* (see bottom of page 1), an industry/higher education recognized technical certificate, or 60 transferable credits.

6. Early/Middle College High Schools are separate schools and will submit all required reporting listed on page 2 and 3 of this application. In the case of a school within a school, this means separate reporting requirements for the high school and the Early/Middle College. 7. The Early/Middle College High Schools will complete a school improvement plan and submit school performance indicators. Early/Middle Colleges that are Shared Educational Entities for accountability are exempt from this requirement. 8. The Early/Middle College High Schools will receive an accountability designation. Early/Middle Colleges that are Shared Educational Entities for accountability are exempt from this requirement. 9. The Early/Middle College Program will ensure that at the time the E/MC begins operation, students will have access to USDA approved breakfast and lunch facilities daily, including Free and Reduced lunch access for those students who qualify. 10. For Early/Middle College High Schools that are Shared Education Entities (for reporting and, where applicable, accountability), member districts will be verified each year. 11. It is understood that State School Aid Section 6(4)m requires that students must not be otherwise eligible for high school graduation to participate in a fifth year of high school and that Section 3(f) of the Postsecondary Enrollment Options Act and Section 3(g) of the Career and Technical Preparation Act require that students be enrolled in at least one (1) high school course required for graduation which must be a high school or dual enrollment math or math related course. 12. The Early/Middle College High School agrees to participate in MEMCA and the Early/Middle College Data Project each year as feasible. 13. The Early/Middle College High School agrees to present their Career and College Readiness Curriculum for approval by the MEMCA Leadership Council one year prior to its first E/MC cohort graduation. 14. The Early/Middle College High School will comply with all Michigan Department of Education requirements and requirements under any applicable rules, laws or public acts.

10 15. The Early/Middle College High School agrees to share these assurances with the school’s lead administrator and with its Pupil Accounting personnel.

By signing this application, the applicant certifies that it will agree to perform all actions and support all intentions stated in the Assurances and Certifications, and will comply with all state and federal regulations and requirements pertaining to this program. The applicant certifies further that the information submitted on this application is true and correct.

Superintendent or Authorized Official ______Signature Typed Name/Title Date

Head of Early/Middle College High School ______Signature Typed Name/Title Date

Note: Full application must not exceed 20 pages including attachments. Send one hard copy and electronic copy to:

Return hard copy to: Beverly Brown Office of Career and Technical Education Michigan Department of Education P. O. Box 30712 Lansing, MI 48909 [email protected]

Due Date for all Early/Middle College Applications: Monday, April 3, 2017

11 Please list additional secondary and post-secondary contacts for MEMCA/MDE mailing purposes:

Secondary Postsecondary Partner Contact Name and Title Entity Name Entity Code

Telephone Number Fax Number Email Address

List Member Districts

District Name District Code