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I. Executive Summary

Wisconsin Community Services seeks to establish a charter school to be called Milwaukee Excel

High School Formally known as Excel Charter High School. WCS has a 96 year history of

providing quality services to disenfranchised individuals. All programs under the direction and

oversight of WCS are designed to support the mission of advocating for justice and community

safety, providing innovative opportunities for individuals to overcome adversity.

In 1986, WCS started Project Excel, Milwaukee County’s first day treatment program. Project

Excel is collaboration between WCS, MPS, and Milwaukee County Department of Health and

Human Services. For over 20 years Project Excel has been delivering services to youth and

families in an effort to keep families intact and avoid out-of-home placements. In 2007-2008,

Project Excel was approached by MPS to provide Creative Option Seats, an alternative to

expulsion. Project Excel was also chosen as one of the district’s primary sites for GED Option II

programming, which supports students, age 17 years of age or older, who are at least one year

behind their graduating class, to gain a high school diploma through an accelerated curriculum.

Based on the success of WCS Project Excel Day Treatment Program, in which students can only

be enrolled for one year, our students, parents, and stakeholders have indicated a desire for the

development of a charter school. Implementing a charter school will allow current and

prospective students an efficient transition into an educational program that will prepare them for

post high school activities such as: employment, vocational education, vocational training,

technical programs, or college. Additionally, it will serve as a resource to the broader community

as an educational placement for youth facing similar challenges.

Milwaukee Excel High School (MEHS) will offer students, grades 9-12 an alternative academic

program that promote supportive, personalized learning in a real-world context. Our student

outcomes entail purposeful learning where students will develop the appropriate skills to become:

self-directed learners, collaborative workers, complex thinkers, quality producers, and

community contributors. The vocational and project-based educational program, embedded

within the Positive Behavior Interventions and Support (PBIS) structure, will expose students to

learning as a means to transformation.

The educational philosophy of MEHS espouses a highly supportive learning environment that

enables all students to access learning through successful relationships, creative inquiry, and

connectedness through their personal identities. Given this philosophical approach, the learning

experiences will be divided into four distinct themes throughout the school year: individual

exploration, family exploration, community exploration, and global exploration. The core

instructional strategies utilized for these themes will be those associated with the project-based

learning model. During each exploration module, the teachers will provide students with

instruction and project options that align with the designated theme. Additionally, school-wide

events and support services will be aligned with the themes, providing continuity throughout the

entire school community. For example, during the Individual Exploration Theme, the art therapist

might guide the students through designing vision boards.

Our vocational focus will be divided into two distinct developmental phases: Division 1, Core

Prep Phase and Division 2, Vocational Exploration Phase, During the Core Prep Phase, the 9th

and 10th grade students will focus on learning that promotes skills development and performance

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TRUMANMS

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(ATTACHMENT 2)REQUEST TO AMEND THE NON-INSTRUMENTALITY CHARTER SCHOOL CONTRACT WITH WISCONSIN COMMUNITY SERVICES, INC., FOR MILWAUKEE EXCEL HIGH SCHOOL

ii

in mathematics, social studies, science, and language arts. This performance demonstration

includes successful passage of the WKCE or other standardized test, a cumulative portfolio, and

performance assessments that show the student’s ability to work independently and in

collaborative groups. Upon successful completion of the Core Prep phase, the 11th and 12

th

graders will enter the Vocational/ Career Exploration Phase and declare an area of interest.

Learning from a curriculum that is focused on education “outside of the school walls”, we

envision providing students with multiple settings and focus areas for exploration. For example, a

student who declares an interest in culinary arts might attend a class at Milwaukee Area

Technical College and/or be paired with restaurateur. Where the preparatory phase for 9th and 10

th

graders will focus on capacity and skill building, the exploratory phase will focus on practical

experiences, social maturity, critical thinking, and responsibility.

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II. Milwaukee Excel High School Charter School Proposal

1. A description of the charter school concept including the vision, mission and rational for

charter status with research supporting the concept.

Milwaukee Excel High School (MEHS) will be a program operating under the umbrella of

Wisconsin Community Services, Inc. (WCS), a non-profit 501(c)3 community based organization

that has a 96-year history of providing quality services to disenfranchised individuals. MEHS will

be led by Educational Leader, Nicole Johnson and under Wisconsin State Statue 118.40, operate

as a charter school and offer services in the city of Milwaukee serving high school students in

grades 9th through 12

th .

WCS- MEHS is designed to target youth who do not see a link between their education and their

future, who do not have a positive orientation or even a concept of a future free of criminal

involvements, violence, and/or alcohol and drug use. Following the Communities in School

(CIS) model, MEHS will have a multi-pronged approach for engaging the students and families

through treatment oriented services, research based instruction, and a strong vocational focus

actualized through the structure of Positive Behavior Interventions and Supports.

The Communities in Schools model creates “a safety net” that delivers five basic guarantees that

are necessary for children to stay in school and prepare for life: A one-on-one caring relationship with a caring adult

A safe place to learn and grow

A healthy start toward a healthy future

A marketable skill to use upon graduation

A chance to give back to peers and community

The structure of Positive Behavior Interventions and Supports (PBIS) gives needed attention

focused on creating and sustaining primary (universal), secondary (focused), and tertiary

(targeted) systems of support that improve lifestyle results (personal, health, social, family, work,

recreation) for all children and youth by making problem behavior less effective, efficient, and

relevant, and desired behavior more functional. By blending CIS with PBIS, students at MEHS

will get quality programming with a strong network of support to ensure success during and after

high school.

Vision of Milwaukee Excel High School

Milwaukee Excel High School will serve as a fulcrum of collaboration for Milwaukee area youth,

families, community based, city, county and state youth serving organizations to address the

educational needs of high schooled aged youth including those involved or at risk of involvement

in alcohol and drug use, the criminal justice system and or gangs.

Mission of Milwaukee Excel High School:

Milwaukee Excel High School rejuvenates disenfranchised youth through effective and

supportive programming empowering them to invest in their education, career goals, family, and

community.

Our mission coincides with the mission of Communities in Schools (CIS) which reads: The

mission of Communities is Schools is to champion the connection of needed community

resources with schools to help young people successfully learn, stay in school, and prepare for

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life. By bringing caring adults into schools to address children’s unmet needs, CIS provides the

link between educators and the community. The result: teachers are free to teach, and the students

many in jeopardy of dropping out – have the opportunity to focus on learning.

As an agency, WCS is uniquely suited to mount such an undertaking due to the variety and

breadth of partnerships that the agency enjoys with community-based, city, county, and state

organizations serving the target population. While Project Excel Day Treatment Program has 20

years of experience serving this population’s educational and vocational skills development needs

speaks strength, the structure of the program denies the capacity for youth to be served beyond a

single school year. As previously noted, Project Excel cannot, through any of its existing

partnerships, create the capacity to build a school with the scope necessary to address the

multitude of issues over the span of a youth’s secondary education and achieve the vision of unity

of purpose. In fact, such a model would run contrary to laws governing charter schools.

During the 2006 – 2007 school year, a youth voluntarily extended his probation to maintain his

enrollment at Project Excel, the probation officer supported it, and the Milwaukee County

Children’s Court signed off on it. When asked why he would voluntarily extend his probation to

remain at Project Excel – the youth indicated a positive connection to staff, a feeling of

belonging, and appreciation for the school atmosphere. When the probation officer was queried,

he stated that it was the first school the youth had attended with any degree of regularity. Staff

began to notice similar responses from other youth who had previously been unproductive,

disconnected, and un-invested in their schooling. This began a line of thought of program

leadership and staff to determine how to best continue our capacity to serve the youth that are

placed in our program. We recognized that youth entering the program over the course of a

school year would develop positive bonds with the staff, show improvements in attendance and in

performance. Parents indicated that there was a noticeable improvement in their youth’s

educational investment. Program outcomes showed substantial growth as well. Contrarily,

youth exiting the program were returning to the very settings where they had previously failed.

Dialogue with partners, research, and concept development ensued.

2. Person(s) seeking to establish the charter

Our applicant team is comprised of the following individuals: Clarence Johnson, Nicole Johnson,

Gayle Peay, and Jane Glodoski. The Milwaukee Excel High School Team has been engaged in

strategic planning for MEHS for over two years and proposes opening for the 2011 -2012 school

year.

3. Person who will be in charge of the charter school

MEHS will be administrator led non-instrumentality school with Clarence Johnson as the school

leader. WCS will handle administrative services.

4. A description of how the community wishes to assume more responsibility/support for

leadership in the educational process.

In efforts to engage the community in assuming more responsibility and support for leadership in

the educational process, The Milwaukee Excel High School development committee held weekly

meetings inviting a range of guests from the local community. Additional meetings were held

informally throughout the planning process. When meeting with individuals and groups, the

school’s model was expressed, feedback sought, and dialogue held. The individuals that

assessed MEHS and its model were:

Eric Meaux, Division Administrator, Milwaukee County Department of Health and Human

Services, Delinquency and Court Services Division

Bruce Kamradt, Director of Milwaukee Wraparound

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Dr. Luis Baez, WCS Board Member and Executive Director of Council for the Spanish

Speaking

Janell Lathrop, Education Coordinator, Wisconsin Department of Corrections

Division of Juvenile Corrections

Milika Miller WRTP/BIG STEP Department of Programs and Contracts

Ossie C. Kendricks, Jr. Manger of City of Milwaukee Administration Business Operations

Division, Emerging Business Enterprise

Current Project Excel students and parents

All persons who viewed the model identified that there was sufficient need for a school like

MEHS and positively reinforced the school’s model. In addition to facilitating informational

meetings with community leaders, we recently held an open house/informational event that

displayed projects and artwork created by the students of Project Day Treatment Program.

Students, parents, current community partners, and potential partners were invited and were given

a brief presentation on the proposed goals of Milwaukee Excel High School.

Wisconsin Community Services, Inc. is currently developing a direct referral linkage to MATC

(Milwaukee Area Technical College). It is anticipated that this burgeoning relationship will be

more fully developed when MEHS opens.

Also pre-existing relationships with local area colleges and universities through WCS’ internship

programs will be more fully developed to assist with the enhancement of MEHS. These existing

relationships include University of Wisconsin-Milwaukee, Marquette University, Alverno

College, and Bryant & Stratton College.

Project Excel has utilized the services of MTEC (Milwaukee Teachers Education Center) for

teacher, administrative, and staff coaching as well as program development and enhancements.

This solid relationship will also be leveraged in MEHS operations.

5. A description of the educational program of the school and the school’s leadership

capacity to implement the proposed program.

Initially Milwaukee Excel High School will seek to enroll 50 students, grades 9-12 and increase

by 50 until total enrollment reaches 125 students. Milwaukee Excel High School will adopt a

year-round academic schedule. This schedule will allow for credit recovery and extended time for

teacher training and professional development. We view the year-round schedule as a means to

increasing attendance and graduation rates because teacher and student stress are relieved by

regular breaks throughout the year; vacation time can be used more creatively; and the curriculum

can creatively incorporate seasonal learning themes (See Appendix A).

Our curriculum framework is intended to provide repeated opportunities for developmental

appropriate and meaningful exposure, experiences, and interaction with skills and concepts. Thus

is our reason for infusing project-based learning into our educational program. MEHS students’

who performed below their anticipated targets will be provided with additional

interventions/educational support to strengthen any area of deficiency. Credit Recovery is

available for students who are at risk of not graduating on time. Credit Recovery courses will be

offered in one or a combination of the following instructional formats: Online Course On Line

Instruction through Edgenuity (E2020), Project Based Learning (PBL) Student led Project(s). –

Independent study. The progress of the student’s PBL will be monitored by their

Advisory/Teacher. The student(s) must present their final product to a panel consisting of: the

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Advisory/ Teacher, an MEHS Administrator, a MEHS Student (Current or Alumni) and a

Community Member, utilizing a pre-developed Rubric that’s aligned to the Wisconsin State

Common Core Standard(s)

Infused Project Based Learning (Teacher/ Advisor Led Project(s) – PBL infused with

traditional classroom instruction

Student(s) will be required to attend a specific amount of time in a MEHS “traditional” classroom

setting and must demonstrate a level of proficiency in that course before the project process

begins.

GED OPTION II Program is dropout prevention initiative to assist students with successfully

graduate and continue on with post-secondary opportunities

Criteria:

The Outcomes for the MEHS GED OPTION II Programs are as follows:

1. MEHS will demonstrate average to above average value-added growth.

2. MEHS shall graduate 80% or more of the students enrolled in the GED Option II

program within one year after the student’s enrollment date.

3. MEHS shall achieve an average daily pupil attendance rate of at least 90% for the pupils

in the GED Option II Program.

(See Appendix L) MEHS has developed specific learner outcomes based upon published best

practices for small, personalized high schools.

Outcome 1- A Self- Directed Learner

Sets priorities and achievable goals

Monitors and evaluates progress

Creates options for self

Assumes responsibility for actions

Creates a positive vision for self

Outcome 2- A Collaborative Worker

Monitors own behavior as a group member

Assesses and manages group functioning

Demonstrates interactive communications

Demonstrates consideration for individual differences

Outcome 3- A Complex Thinker

Uses a wide variety of strategies for managing complex issues

Selects strategies appropriate to the resolution of complex issues and applies strategies with

accuracy and thoroughness

Accesses and uses topic-relevant knowledge

Outcome 4- A Quality Producer

Creates products that achieve their purpose

Creates products appropriate to their intended audience

Creates products that reflect craftsmanship

Uses appropriate resources/technology

Outcome 5- A Community Contributor

Demonstrates knowledge about his/her diverse community

Takes action

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Reflects on role as a community contributor

Course of Study

The course of study at MEHS will be divided into two distinct divisions. Division 1: Core Prep

is the 9th and 10

th graders, Division 2: Vocational Phase is the 11

th and 12

th and the GED

OPTION II Program Students.

At the end of 10th grade students will have completed the Core Prep Phase, which focuses on

skills development and performance in mathematics, social studies, science, and language arts.

At 11th grade students will declare a career interest or major. That major will be selected from

options such as university study, employment, vocational, technical studies, or business, arts and

entertainment. Graduates will leave invested in their communities and with a marketable skill,

ready to pursue the future they have planned for and worked toward during their four years at

Milwaukee Excel High School.

Division 1: Core Prep Phase

The program for the 9th and 10

th graders is formulated to accomplish several key outcomes:

Successful passage of WKCE or equivalent standardized test.

Performance attainment in core area coursework. This is obtained by achieving a final

grade of “C” or better in each course

Demonstration of our learner outcomes. Through knowledge and implementation.

Demonstration of efficient and effective collaboration. Through observations and feedback

from staff, students and community partners.

Successful completion and review of their portfolio (annually)

Division 2: Vocational Phase

The program for the 11th and 12

th graders is formulated to accomplish the additional key

outcomes:

Demonstration of participation in a service learning project

Performance attainment in vocational/career focus

Successful completion of graduation standards

Demonstration of job readiness skills

Successful completion and review of their portfolio

Successful passage of SAT or TABE test

*A crucial component of our school program is the Coordinated Educational Plan (CEP). This

coordination plan is the blueprint that identifies goals, measures of success and supports each

student needs in order to reach the educational standards required by the State of Wisconsin.

Upon enrollment, students will meet with a teacher advisor to create their CEP and will review it

after each grading period.

Coursework will meet state and District requirements and will provide the necessary skill sets to

students as it matches to their Coordinated Educational Plan and declared major.

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Milwaukee Excel High School

Graduation Requirements

English:

4 credits –

Mathematics:

3 credits

This includes courses at or above Algebra

1

Science:

3 credits

This includes courses content and laboratory

studies in the physical, biological and

chemical sciences

Social Studies:

3 credits U. S History 1.0

World History, World Geography or World Studies Urban Citizenship (Grade 9 or 10)

U

Physical Education/Health:

1.5 credits Physical Education

.5 credits Health

Fine Art

1.0

One of the .5 credit options

Online Course

Community Service Experience

Service Learning Project

Electives

5.5 Credits

In addition to our academic program focus, we will have an extensive support services

component. Our support services include: youth mentors, case managers, ATODA services, and

service providers

Vocational and Post –Secondary Preparation Assistance

o Employability Skills/ Job Retention Workshops and onsite coaching.

o Resume Writing and Soft Skills Development Courses

Supportive Services (For Students)

o Driver Education

o AODA Group and Individual Counseling

o Youth Mentoring

o Anger Management/ Anger Replacement Therapy

o Gang Prevention and Intervention

6. Methods the school will use to enable pupils to attain educational goals under s.118.01

Effective instruction for students identified as at -risk must have particular attention paid to the

physical and social-emotional challenges these students often face (Friend & Bursuck, Including

Students with Special Needs 2006). The authors outline these four goals with indicators for each:

1. Set high but realistic expectations

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o Structured learning environments

o Systematic instruction in basic skill areas

o Strategies for learning independence

o Flexible groupings

2. Establish peers as teaching partners

o Collaborative Learning

o Cooperative Learning

3. Collaborate with other professionals

o Increased problem-solving capability

o Coordinated efforts

4. Support family and community involvement

o Community resources

o Family and Community members represented on Leadership Board

The educational program, which is embedded within the Positive Behavior Interventions and

Support (PBIS) model, will have an approach for engaging the students, responding to their

needs, and offering various types of supports. Positive Behavior Intervention & Support (PBIS)

defines the structure of the teaching and learning at MEHS – academically, socially, and

behaviorally. From Maslow, to Driekurs, to Glasser and others, a strong, healthy school

community is driven by basic needs and is essential to the success and well being of students. We

have established a proven set of practices over time with some of the most disenfranchised youth

in the city of Milwaukee. We have seen students making positive decisions and turning good

choices into valued outcomes. By taking what we know works every day and matching it to

research based practices in instruction and socio-emotional development we can only experience

more and more success stories from our students. Our capacity to support our educational

program will be evident our criteria for the selection of consultants, teachers and support staff

who will consist of youth mentors, social workers, counselors, an art therapist and special

education teachers. In addition to the accountability measures and expectations which will be

spelled out by both the charter authorizer and the charter school board of directors, MEHS will

develop and review an educational plan to be used to guide the school through a continuous

improvement process.

7. Methods by which pupils progress in attaining educational goals

Various data reports and assessment formats will be utilized to determine each student’s progress

towards the goals and expectations regulated by the State of Wisconsin. Our purpose for

assessment is as follows: to diagnose student strengths and needs, to provide feedback on student

learning, to provide a basis for instructional placement, to inform and guide instruction, to

communicate learning expectations, to obtain data for site-based management, and to gauge the

effectiveness of the program.

Grading System

MEHS grading system will involve the collection and evaluation of evidence on students'

achievement and performance over a period of nine weeks. Through this process, various types of

descriptive information and measures of students' performance will be converted into grades that

summarize students' accomplishments using the following rubric scale.

3.5 – 4.0 A

3.0 - 3.4 B

3.3 – 2.8 C

2.7 – 2.2 D

Below 2.2 F or U

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http://www.answers.com/topic/summarize

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Community Conferences

Twice a year, student-led conference will be held to review the coordinated education plan and

report card (more times if requested by student or parents). These conferences are designed to

include the students’ parents, teachers, school leader, counselors, social workers, youth mentors,

and anyone that the student deems as part of his/her educational team.

As a graduation requirement, each student must attain at least the level of competent in each

academic area. Benchmarks assessments that align with state standards and the curriculum will

also be utilized on a continuous basis to inform the student of their achievements and guide the

teachers in their instruction.

Student Self-Assessment

Coordinated Education Plan Process

Each student will begin with a Coordinated Education Plan (CEP). Once the student’s CEP is

developed each teacher will use rubrics to teach, monitor and assess the student’s progress. The

rubrics will list clear expectations of each subject area. Under the direction of the Educational

Leader, each teacher will be responsible for teaching towards theses standards and ensuring that

each student meets these expectations. The Rubric will be aligned with the Wisconsin State

Standards and at the end of each mark period the students will be given an assessment. Each

student’s CEP will be reviewed at the end of the report card period to ensure progress. Students

will also be requested to evaluate themselves against the goals that they set at the initial intake.

This will give the students an active role in their education process and enhance their investment

in their education. The goal of the review is to improve each student’s progress and performance.

The students’ progress will be measured against the rubric and will be determined on three

different levels.

Performance Assessment

Student Achievement

Performance in the classroom is the most regularly assessed practice in the high school. Using a

1-4 rubric system, the instructors will determine the subject area and performance criteria. Our

framework for teacher assessment approaches and methods include:

Selected Response Items: multiple-choice, true-false, matching.

Products: written essay, research paper, journal/log, story/play, portfolio, art exhibit, videotape

Performances: oral presentation, dance movement, dramatic reading, musical recital.

Process focused: oral questioning, observation, interview, conference, metacognition notes,

learning logs.

Diagnostic and Standardized Assessment

For diagnostic or placement purposes, every student grades 9 -12th at MEHS will take the

following computerized Standardized Assessments: Standardized Test for Assessment of Reading

(STAR) Test of Adult Basic Education (TABE) and Measure of Academic Progress (MAP) three

times a year. The results of these assessments will be utilized to measure our students against the

Wisconsin Academic Standards and track their progress throughout the year.

Portfolio Assessment

Portfolio Assessment will be used at the end of 10th grade and at the end of 12

th grade. A large

part of the portfolio assessment will be for reflections on CEP’s serve as a representative sample

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of a student’s work, showing the range of performance and experiences. We envision students

using their 11th and 12

th grade portfolios to also hold information employers need to assess their

job and college readiness.

8. School Governing Body: The governance structure of the school, including the method to

be followed by the school to ensure parental involvement and a plan for addressing parental

concerns:

The initiative of Milwaukee Excel High School (MEHS), a natural outgrowth of current

programming at Project Excel, was identified by the Project Excel staff over the course of the last

two years. Project Excel Director of Operation, Shawn Smith, and Project Excel Educational

Leader, Nicole Johnson, supported the initiative to Wisconsin Community Services, Inc. The

leadership of WCS embraced the initiative as it aligns with the mission and values of the agency.

The Milwaukee Excel High School development committee consists of the following members:

Name Title Organization

Hollis Patzer Executive Director WCS

Clarence Johnson Assistant Executive Director WCS

Anne Osterwind Director of Development and Communication WCS

Shawn Smith Director of Operations WCS

Nicole Johnson Educational Director WCS- Project Excel

Gayle Peay School Improvement Consultant Innovation Space,

LLC

Jane Glodoski Educational Consultant

The Wisconsin Community Services Board of Directors will oversee the Milwaukee Excel

Governance Council. The Milwaukee Excel Governance Council will consist of two parents,

seven community leaders, the President of the Student Advisory Committee, and one member

from the existing WCS Board of Directors.

Membership to the Milwaukee Excel High School Governance Council will be offered to parents

who are members of the MEHS Parent Advisory Group. As the parent slot on the MEHS

Governance Council opens, the Parent Advisory Group will solicit nomination (including self-

nominations), take a vote, and elect a member to the MEHS Governance Council.

Membership will be solicited to community members based on their capacity to inform, guide,

and support the mission of the school. Community members will be sought from business, social

service, criminal justice, and educational arenas. Membership of WCS Board of Director

members will be solicited by the Executive Director of WCS in consultation with the WCS

Assistant Executive Director Clarence Johnson.

The Student Advisory Council president, elected to his/her position by the student body, will

maintain a seat on the MEHS Advisory Council.

MEHS Governance Council Composition

Chair, Vice Chair, and General Members

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The voice of the parent(s)/guardian(s), community, student, and staff will have a solid say in the

structure of the school, program components and their delivery, as well as the continual

development of new relationships that enhance the programs provided through Milwaukee Excel

High School. MEHS strongly believes in developing a sense of ownership amongst the student

body, parents, community members, and staff. Thus existing educational programs have

incorporated many of the principles of democratic management. These include a team structure

to the hiring process and the development of a Student Advisory Council that meets with the

Educational Director weekly to review policies, procedures, and program offering. These

elements will be expanded to include parents and the community.

Weekly open office hours will be held by the Educational Director to meet with individual

students, parents, and community members to discuss issues or ideas related to operations,

programs, or other elements of MEHS. Similarly, a Parent Advisory Group will meet monthly

with the Educational Director or MEHS Staff Member. The hiring committee for new teachers

and staff will be comprised of a student and parent representative in addition to existing staff

members. Similar decision making practices will influence school structures from the lunch menu

to program offerings.

Milwaukee Excel High School Governance Council members will be issued copies of all policies

and procedures, program elements, curriculum guides, and other similar documents. At the bi –

monthly meeting a standing agenda item will allow for discussion regarding any issues or ideas

relating to existing policies, procedures, and the like.

Additionally, annual retreats will be held wherein the MEHS Governance Council members and

staff will have an opportunity to team build, engage in program specific guided discussion, and

receive relevant trainings to the further development of the school.

Outreach to community businesses and institutions will be a key duty for MEHS Advisory

Council members. These efforts will be shared with staff as they occur at the weekly staff team

meetings. Efforts of staff and MEHS Governance Council members will be coordinated by the

Educational Director.

9. Teachers accepting a position with be required to hold a DPI License to teacher in their desired

area or required to obtain an Emergency License with an agreement to have a license within a

specified period of time. For the latter, we direct them to Cooperative Educational Service

Agency (CESA) and other similar organizations, colleges, and universities. Bi-annual licensure

checks conducted by the Education Director to ensure compliance with federal, state, and local

requirements.

Milwaukee Excel High School will ensure the quality of the workforce through mid-year and

end-of-year assessments. Wisconsin Community Services, Inc. (WCS) has a comprehensive

system of evaluation that includes employee feedback. We are also in the process of

incorporating peer feedback components that will provide team members the opportunity to

provide objective and direct feedback to peers to further increase program ownership and

employee development. Ongoing trainings relevant to serving and instructing the student

population of MEHS will also occur. Wisconsin Community Services, Inc. has a human

resources department that processes regular market research to ensure, to the degree that is

fiscally responsible; staff wages are competitive with similar positions outside of the agency.

Benefits are generous and comprehensive at WCS.

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Job requirements are expressed to staff during the interviewing process. A full and detailed job

description is generated for each role. Specific guidelines, policies, and procedures are outlined

through a policy and procedure manual and reinforced during a formal orientation to the agency

and the program. These elements provide staff with clear and well defined parameters for

successful work habits. Staff members that are invested and committed to employment

opportunities that the agency has available are supported and encouraged by these parameters.

10. Milwaukee Excel High School (MEHS) staff will maintain a safe and secured environment

throughout the day in addition to security checks of all youth entering the facility. Students will

be electronically screened upon entry and all items (cell phones, Ipods, etc). All illegal items will

be confiscated. All staff will be trained to process the security screens and CPI non-violent crisis

interventions. A “hands off policy” will be instituted. In the event of significant physical acting

out, the police will be called.

11. MEHS will provide special education services by appropriate licensed educator(s) dependent

upon the IEP needs of the students with special needs. All students with special needs will be

identified upon enrollment through the intake process and record review. Additionally, for any

parent who believes that their student has not been identified as having special needs but should

be - an evaluation can be initiated.

The Educational Team will be responsible for ensuring that:

Each student with special needs has a current IEP.

The IEP includes the student’s current level of learning and functional performance.

addressing the need of the student as required by the Wisconsin State Statue 115.787(2)(a)

The student has annual goals are developed and will assist the student with meeting the

curriculum and other educational needs.

Special education related services, extra help and supplementary services are in place.

(See Appendix E)

MEHS Special Educational Program:

MEHS will be responsible for providing all students with special needs with the services that are

required by their IEP’s. An educational curriculum will put in place to move the SPED students

towards their annual goals, encourage them to participate in all MEHS activities and participate in

an inclusive classroom settings required by the Wisconsin Sate Statue 115.787(2)(c).

12. Milwaukee Excel High School will adhere to all Wisconsin State Statues on public school

admission policies. Milwaukee Excel High School will not discriminate admission or deny

participation in any program or activity on the basis of a person’s: sex, race, religion, national

origin, ancestry, pregnancy, marital or parental status, sexual orientation or physical, mental,

emotional or learning disability. Milwaukee Excel High School will not charge tuition and will

provide a nonsectarian educational program. After enrollment each student will have the

opportunity to attend an orientation with his/her parent or guardian. The purpose of the

orientation is to ensure that students and parent(s)/guardian(s) are aware of the students’

expectations, MEHS behavior policies, guidelines and procedures. This process will also orientate

the parent/guardian into the MEHS programs and will serve as a forum for parents to ask

questions and address concerns. Parent/family involvement will be continually encouraged and

nurtured.

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13. Milwaukee Excel High School will initially seek to enroll 50 students, grades 9-12 during the

2011- 2010 school year. During the 2012 – 2013 school year the student population will increase

by 50. During the 2013 – 2014 school year the student population will increase by 25 reach our

capacity. MEHS will operate multi grade, literacy level and age classrooms. This structure is

supported by our vocational education project based infused curriculum.

Year 2011-2012 2012-2013 2013-2014 2014 - 2015 2015 – 2016

Student

enrollment

50 100 125 125 125

Grade Level Multi Multi Multi Multi Multi

14. WCS aggressively seeks out alternate funding opportunities to support and enhance services

to students and families. Existing programming received funding from the following entities:

Safe and Sound – After School Programming

Finley Foundation – Technological Enhancements

MAWIB – Summer Youth Employment

Milwaukee Youth Sports Authority – Spring Flag Football League

Milwaukee County Tobacco Coalition (MCTC) – TATU Programming

(See Appendix G for proposed budget)

15. Milwaukee Excel High School will be audited on an annual basis by WIPFLI . The audit will

be conducted at the same time as WCS’ annual audit. The audit is in accordance with auditing

standards that are accepted in the United States.

16. In addition to following the MPS discipline policies MEHS will institute intervention

strategies as part of our discipline procedures. (See Appendix H)

17.

Public school alternatives for pupils who reside in the Milwaukee School District and who do not

wish to attend MEHS is very limited. Kilmer South has an alternative program, which cater to

students who have not found success in traditional settings. However, MEHS’ program will offer

a different educational approach by combining vocational studies with project-based learning.

18.

The WCS Board of Directors will provide the following types and levels of insurance.

Commercial general liability of:

o $1,000,000 per occurrence

o $200,000 per incident of damage to rental property

o $10,000 per person for medical expense

o $1,000,000 personal injury

o General aggregate professional liability of $2,000,000

o $2,000,000 product liability

o $1,000,000 employee benefits liability

Directors and Officers insurance of $2,000,000 aggregate coverage

Automobile Liability for

o Non-owned and hired autos of $1,000,000 combined single limit per accident (liability

only for non-owned; physical damage and liability for hired autos)

o Scheduled agency-owned vehicles with $1,000,000 liability and physical damage

Umbrella Liability of $4,000,000 per occurrence and aggregate

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Workers Compensation of

o $100,000 for each accident

o $100,000 for disease of each employee with policy limit of $500,000 for disease

Crime policy for dishonesty or fraud of $500,000

Property and Casualty insurance for all agency owned properties and contents for owned

and rented buildings

o $4,500,000 for building at 3732 W. Wisconsin Ave., location of proposed school site;

contents $200,000

Actual loss sustained of business income at all sites

Inland Marine for Computers, phones, electronic data, other media-$144,000

19. At its heart Milwaukee Excel High School, seeks to improve student achievement through a

personal approach. This mission will be accomplished by creating an environment where personal

relationships, active partnerships, and support services will drive the school culture. The school is

being designed for those students who may not have been successful in traditional environment

and are looking to transform themselves in an accommodating environment.

20.

Students will access the MEHS via the Milwaukee County Transit System buses. Students with

identified barriers to accessing the bus system will be provided with bus tickets or other

transportation arrangements. WCS has two multi-passenger vans that may be utilized as needed

to ensure students have means to get to school. Each student will be offered onsite breakfast and

lunch.

21.

Milwaukee Excel High School proposes to operate as a non-instrumentality charter school.

22.

Milwaukee Excel High School is requesting that the charter status begin for the 2011-2012 school

-year and wishes to seek a 5- year contract.

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APPENDICES

Appendix A

School Calendar

Milwaukee Excel High School will operate on a year-round calendar, in which the year will be

divided the year into 9–week quarters with a 3–week breaks (intersession) at the end of each quarter.

Proposed Intersession Schedule

Early August- First day of school for students

Mid October- Fall Intersession (3 weeks)

Late December– Early January- Winter Intersession (3 weeks)

Late March- Early April – Spring Intersession (3 weeks)

July- Summer Intersession

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1st Day of School August 1

st - Last Day of School June 18

th

Appendix B

Student Day Start and End Times Monday – Thursday 8am to 3:15pm

Friday’s 8am – 12pm.

Extended School Hours will operate from 3:30pm to 6pm (Monday – Thursday)

Appendix C

Uniform Policy

While MEHS will not have a uniform policy, the following dress code will be enforced.

No clothing or jewelry with designs or lettering which promotes or portrays GANGS,

TOBACCO, ALCOHOL, DRUGS, VIOLENCE, RACISM, SEXISM, VULGARITY, or any

message contrary to Project Excel Charter High School’s values.

No overly tight jeans or overly short skirts/shorts.

No shirts or blouses that are sheer or revealing, including off the shoulder tops, tube tops,

halters or shirts that show the stomach.

No excessively sagging pants.

Other clothing items that are not listed are subjected to the approval of the Milwaukee Excel High

School Staff.

Appendix D

We seek to become a non-instrumentality school.

Appendix E

Diversity Plan

We seek to be reflective of the world at large and have a healthy mix of people from varying

backgrounds who bring a diversity of ideas, experiences, and cultural beliefs to our school

community. Milwaukee Excel High School will only solicit and provide services to the Milwaukee

County area. MEHS will offer a multi-cultural, educational program that will tailor to both males and

females. To ensure that MEHS maintains diversity in the student body that is reflective of the school

district population, students will have an on going active role in the development and/or enhancement

of programs through surveys and student council participation. Another component of our diversity

plan involves keeping accurate records of diversity statistics, including admission, recruitment of

faculty/staff, retention, and attrition. This information will be shared with the community.

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Appendix F

Special Education Plan

Considering the students targeted for enrollment in MEHS, it is possible that a higher than average

percentage of students with disabilities will be represented in the student body. With the emphasis on

the student as a learner and the response to intervention model implemented through the structure of

PBIS (Positive Behavior Interventions and Supports) MEHS will have the capacity to support all

students.

Milwaukee Excel High School ensures that students with disabilities:

are provided special education and related services in conformance with an IEP that meets

the requirements of the law and at no cost to the parents;

are provided an education that meets the standards that apply to education provided by the

Department of Public Instruction and local educational agencies including the

requirements of Individuals with Disabilities Education Act, and

have all of the rights of a child with a disability who is served by a public agency.

After a student with a disability enrolls at Milwaukee Excel High School, any meetings to review and

revise the child's IEP would be initiated and conducted on site by MEHS staff. The parents and a

school representative will be involved in any decisions about the IEP and agree to any proposed

changes in the IEP before those changes are implemented. MEHS accepts responsibility for

compliance with the requirements of special education law.

Although every attempt will be made to include students with disabilities with their age appropriate,

typically developing peers, at times pullout services may be determined to be the least restrictive

environment appropriate for the student. In such cases, transitioning to and from the pullout setting

will be managed by the special education teacher so as to minimize the stigma and disruption of pull-

out. The pull-out environment will be the same physical set-up as the general education classroom.

All entrances, classrooms, common areas and bathrooms will be accessible to individuals, including

adults, with physical disabilities.

With an initial school enrollment of 50 students, it is anticipated that 7-10 students with disabilities

would be included in that total. Special educational services will be provided by an

appropriately licensed educator dependent upon the IEP needs of the student with special

needs. Support staff, such a special needs teacher social workers and a school psychologist will

provided services to students with special needsas mandated by each student IEP. Additional related

services such as physical therapy, speech and language therapy, etc will be contracted for support as

required.

The curriculum at Milwaukee Excel High School takes into consideration individual learning styles

and specific needs of each student through use of the IETP Behavior and academic support follows

the RTI model of Positive Behavior Intervention and Supports. Providing student focused instruction,

rigorous data collection and team decision-making to determine academic and behavioral supports,

students with disabilities will receive high integrity, research and evidence based interventions to

ensure the very best possible outcomes as they transition to life beyond school.

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Appendix G

Proposed Budget

* See attachment.

Appendix H

Milwaukee Excel High School will refrain from suspending youth for multiple days except in

instances where student behavior has been extremely disruptive to the educational milieu and a time

out is needed in order for both student and the staff to move forward. We believe that building a

positive, supportive relationship is key, not only in encouraging student growth but addressing

student behavior. Youth are more likely to respond to someone they believe believes in them. The

process for school discipline is as follows.

The teacher provides the initial, brief redirection to the youth.

If non-responsive then a support staff intervenes so that the teacher may focus his/her

attention on teaching class. This intervention by the support staff (teaching aide/youth

mentor) is processed briefly in the classroom.

If the student is non-responsive to this second intervention, the support staff moves the

intervention to a pre-designated location to remove the audience and allow the student to

voice themselves to the degree that is necessary in order to process the intervention.

If the student continues to be non-responsive the Educational Director or other staff is

included in the intervention to support behavioral change.

If the student continues, we have determined that the student continues to be non-responsive

to redirection and continues to escalate. At this point, the student is offered an in-school

suspension or dismissal for the day – with the offer to come back the next day and start anew.

Milwaukee Excel High School staff will be screened and trained in PBIS and Restorative Justice

Circles to depersonalize student behavior. This ensures that situations where students are being

disrespectful, verbally abuse, or similarly combative that staff are being responsive to the underlying

issues that are generating the behavior.

If a student is disruptive on a consistent basis a face to face dialogue is held with the youth and family

to make an individualized behavioral plan to ensure that all parties are on the same page. This

procedure is also implemented when youth return to school from a suspension.

Wisconsin Community Services, Inc. has access to numerous internal and external resources that will

be brought to bear on students who are experiencing challenges maintaining appropriate school

behavior.

Appendix J (Submitted with original Proposal)

Appendix K

Student Weekly Schedule

Students will rotate from class to class in 50- minute increments with a designated time for lunch. We

envision using the morning for core classes and the afternoon for electives and vocational courses. On

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Wednesdays, the students will only attend half-day to allow time for staff weekly meetings. (See

attachments A,B,C)

Students will rotate from class to class in 50- minute increments with a designated time for lunch. We

envision using the morning for core classes and the afternoon for Project Based Learning, electives

and vocational courses. On Friday the students will only attend half-day to allow time for staff weekly

meetings. (See attachments A)

55 Minutes for Core Courses: 8am – 12pm

English, Science, Social Studies and Math.

Project Based Learning or Project Based Infused Courses will be offered within a Block Scheduling

In the afternoon from 1pm to 3:15pm (PBL Courses (Physical Education, Health, Art and Elective

Courses).

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Appendix K – Attachment A

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Appendix L –Milwaukee Excel High School Course Outline

Division 1 English

Reading is a complex, interactive process that continues to be a primary means of acquiring and using

information. Society regards reading as essential to daily living. Because reading is fundamental to the mastery

of other school subjects, students at all levels must learn to understand what they read. They must know and use

various strategies--ways of unlocking the meaning of words and larger blocks of text to become successful

readers.

Course Title: Developing English Skills Description: This course is designed as a supplemental reading class where the focus is on

process. Emphasis is placed on strengthening comprehension and fluency. The course employs a

variety of reading materials and classroom experiences along with individualized instruction in the

computer reading lab. Additional emphasis is placed on organizing information via the writing

process, using the Read Now Power Up Program.

Credit/Length: .50 Prerequisite(s):

Course Title: Master Reading Description: The Wilson Reading Program directly and systematically teaches students to fluently

and accurately decode. The instruction is very interactive and multi-sensory. It also thoroughly

teaches, ―total word construction, not just phonics. Students learn to encode (spell) as they learn to

decode. The Wilson Reading System teaches word construction according to six types of syllables.

These syllable types will be gradually taught to the student. Comprehension is strengthened using a

variety of reading materials along with individualized instruction in the computer reading lab

Credit/Length: .50

Prerequisite(s): Attain proficiency level in Developing English Skills or (level) on the Star Assessment

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Division 2 English

Students will be challenged to read literature and other materials that reflect and stimulate their interests and

intellectual abilities. They will read a wide variety of materials, including fiction, nonfiction, poetry, drama, and

other written works that reveal the richness and diversity of our heritage, afford opportunities to acquire new

information, and refine perspectives.

Course Title: English for the World of Work Description: This course prepares students to find, get, and keep a job. Students and will prepare a personal

career portfolio they can use in their future search for employment. Students also learn important interpersonal

and communication skills—reading, writing, speaking, and listening.

Credit/Length: .50 Prerequisite(s):

Attain proficiency level in Developing English Skills or (level) on the Star Assessment.

Declared a Junior or Senior

Course Title: College Prep English Description: This course reviews and expands the communication skills introduced in English I with greater

emphasis on organization, syntax, precision of expression, and wider use of vocabulary. Through revision

exercises students become more aware of the writing and thinking process. Students make oral presentations to

experience speaking before a critical audience. Students become more comfortable and confident in various

research techniques. Students read various works of fiction, non-fiction, and poetry to continue to analyze style,

form, and /or historical context.

Credit/Length: 1.0 Prerequisite(s):

Attain proficiency level in Developing English Skills and Master Reading or

Declared a Junior or Senior and score (level) on the Star Assessment.

Declare College/ University Prep or Business as a Major

Course Title: English Lab

Description: This course focuses on developing, extending, and improving communication competency.

Students write coherent compositions, displaying proficiency in sentence, paragraph and vocabulary

development. They practice specific techniques for revising and editing their own work. Students periodically

make oral presentations to experience speaking before a critical audience.

Credit/Length: 1.0 Prerequisite(s):

Attain proficiency level in Developing English Skills and Master Reading or Declared a Junior or Senior and score (level) on the Star Assessment. Declare Vocational/Employment or Arts/Entertainment as a career interest.

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Division 1 Math

Course Title: Mathematics

Description: Students will learn basic mathematic applications and concept introduction.

In order for students to improve their math skills, the instructional time will be split between

the classroom and a computer software program. Topics include, but not limited to, fractions,

decimals, percents, ratios, proportions, and measurement. Prerequisite(s): Beginning Math Skills Credit/Length: 1.0

Course Title: Math for the World of Work

Description: Math for the World of Work covers critical skills like whole numbers,

fractions, decimals, averages, estimating, measurements, and ratios. Each skill is introduced

in a cross-curricular context that helps students learn about the business world. Lessons are

reinforced with problem-solving activities, exercises, and review questions to give students

plenty of practice and solidify their understanding of new skills. And features like

Application Activities and Technology Connections ensure that students understand how to

apply the skills they acquire.

Prerequisite(s): Proficient math score or completion of Mathematics course

Credit/Length:1.0

Course Title: Pre Algebra

Description: The course introduces a selected number of the topics developed in Algebra I Part I,

providing more time between topics to strengthen concept development. Students use algebraic

methods to explore, model, and describe patterns and functions involving numbers, data, and graphs.

The topics of study include comparing and estimating real numbers, single variable equations and

inequalities; coordinate geometry, systems of equations, and data analysis. Applications include

problems relating to the students’ technical areas and everyday life.

Prerequisite(s): Completion of Math for the World of Work Credit/Length:1.0

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Division 2 Math

Course Title: Algebra 1 Description: This is the first course of a two-part series. Students use algebraic methods to explore, model,

and describe patterns and functions involving numbers, data, and graphs. The topics of study

include comparing and estimating real numbers, single variable equations and inequalities;

coordinate geometry, systems of equations, data analysis and an introduction to exponents

and polynomials. Applications include problems relating to the students’ technical areas and

everyday life. Prerequisite(s): Completion of Pre-Algebra or a score of ( ) on pretest Credit/Length: 1.0

Course Title: Algebra II Description: This course expands upon the topics developed in Algebra I Part II. The topics of study include

functions, linear systems, factoring, rational expressions, radicals and complex numbers, and conic

sections. Applications include problems relating to the students’ technical areas and everyday

Prerequisite(s): Completion of Algebra I Credit/Length: 1.0

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Division 1 Science

Course Title: Basic Science I Description: A survey course of general knowledge of science areas such as earth science,

chemistry and physics, which can be adjusted to the level of students. Computer hardware

and software will be used during the course of the program. The course develops an

understanding on the part of the students of processes encompassing all sciences and an

appreciation of the applications of scientific knowledge to everyday life.

Prerequisite(s): Credit/Length:1.0

Course Title: Basic Science II Description: A survey course of biological knowledge, which can be adjusted to the level of students. The

course develops an understanding of processes closely associated with biological and environmental sciences.

Computer hardware and software will be used during the course of the program. Emphasis is placed on an

appreciation of the applications of scientific knowledge to everyday life Prerequisite(s): Completion of Basic Science II Course Credit/Length:1.0

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Division 1 Social Studies

Course Title: American Government I and American Government II Description: Students will study the basic framework of American democracy and those fundamental

concepts of American government such as popular sovereignty, federalism, separation of powers, and individual

rights. Students will also focus on the three branches of the federal government and how they influence the lives

of all citizens Prerequisite(s): Credit/Length: 1.0 - 2 Semesters

Course Title: Urban Citizenship I and II Description: Students will study the framework of citizenship in an Urban Area. Students will be exposed

to their rights, duties and responsibilities of Urban Citizenship and encouraged to exercise those rights.

Prerequisite(s): Credit/Length: 1.0 - 2 Semesters

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Division 2 Social Studies

Course Title: Sociology and You

Description: Students will focus on all aspects of human social behavior, including the behavior of

individuals as well as the social dynamics of small groups, large organizations, communities, institutions, and

entire societies.

Prerequisite(s): Classified as a Division 2 Student Credit/Length: 1.0 - 2 Semesters

Division 1 Elective

Course Title: Pre- Portfolio Prep and Coordinated Educational Plan Maintenance I Description: Students will be introduced to their Coordinated Educational Plan (CEP) while focusing on

developing and obtaining short term goals. During this time, students will have the opportunity to request CEP

meetings and modify their plans to meet their needs. Students will also begin to prepare to assemble their

Division 2 Portfolios. Prerequisite(s): Credit/Length: .25 Course Title: Pre- Portfolio Prep and Coordinated Educational Plan Maintenance II Description: Students will be become proficient in their Coordinated Educational Plan (CEP) while

focusing on developing and obtaining short term and long term goals. During this time, students will have the

opportunity to request CEP meetings or Community Meetings to modify their plans to meet their needs.

Students will also begin to research their major or career focus and prepare to declare a major/ career focus for

Division 2. Prerequisite(s): Completion of Pre- Portfolio Prep and Coordinated Educational Plan Maintenance

I

Credit/Length: .25

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Division 1 Physical Education and Health

Course Title: Health Description: Inclusive to all topic areas are lessons and information on decision making, taking responsibility

for one’s actions, and accessing health resources at school and in the community. A study of

depression, HIV/AIDS, violence prevention, positive communication, drug awareness, and

appreciation for diversity/ diversity awareness, is integral to the curriculum.

Prerequisite(s): Credit/Length: .50 Course Title: Physical Education I Description: The focus of this six-week Physical Education program includes principles of

exercise and fitness, nutrition, cardio-respiratory endurance, muscle strength, flexibility, and body

composition and weight management. Students learn through in class instruction, supervised fitness

activities, and self-directed fitness activities. By implementing technology such as the Fitness-gram,

and utilizing our training facilities, students participate in a personal fitness assessment and establish

goals to improve their overall health.

Prerequisite(s): Credit/Length: 1.0 Course Title: Physical Educational II Description:

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The focus of this six-week Physical Education program includes principles of exercise and

fitness, nutrition, cardio-respiratory endurance, muscle strength, flexibility, and body composition

and weight management. Students learn through classroom instruction, supervised fitness

activities, and self-directed fitness activities.

Prerequisite(s): Completion of Physical Education I Credit/Length: .5

Division 2 Elective for Vocational /Training or Employment Career Focus Course Descriptions

Course Title: Career Portfolio Prep/Coordinated Education Plan Review Description: Students develop an awareness of their personal skills, interests and abilities as they relate to

career choices. Students will be provided with instruction, resources and research skills vital to

creating the student’s initial Career Portfolio. This plan is reviewed and updated annually by the

student, parent/guardian and faculty in conjunction with his/her Coordinated Educational Plan.

Prerequisite(s): Classified as a Division 2 student with a declared major or career focus

Credit/Length: .50 Course Title: Employability Skills A

Description: Students develop an awareness of the education and training required to achieve career

goals. Students explore the attitudes, behaviors and interpersonal skills that promote

positive relationships in the workplace. Knowledge gained through these activities along

with personal goal setting is incorporated into the student’s Coordinated Educational

Plan. The Coordinated Educational Plan is reviewed and updated twice a year/ or by

request of the student, parent/guardian, and faculty.

Prerequisite(s): Classified as a Division 2 Student with a declared major or career focus Credit/Length: .25

Course Title: Employability Skills B

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Description: Students develop an awareness of the education and training required to achieve career

goals. Job Shadowing experience and career based research is used to broaden the

student’s understanding of the skills necessary for employment retention and

advancement. Students explore the attitudes, behaviors and interpersonal skills that

promote positive relationships in the workplace. Knowledge gained through these

activities along with personal goal setting is incorporated into the student’s Coordinated

Educational Plan and Career Portfolio. The Coordinated Educational Plan is reviewed and

updated twice a year/ or by request of the student, parent/guardian, and faculty. Prerequisite(s): Classified as a Division 2 Student with a declared major or career focus and completion of Employability Skills A Credit/Length: . 25

Course Title: Employability Skills C

Description: Students develop an awareness of the education and training required to

achieve career goals. Job Shadowing experience and career based research is used to broaden

the student’s understanding of the skills necessary for employment retention and

advancement. Students explore the attitudes, behaviors and interpersonal skills that promote

positive relationships in the workplace. Knowledge gained through these activities along with

personal goal setting is incorporated into the student’s Coordinated Educational Plan and

Career Portfolio. The Coordinated Educational Plan is reviewed and updated twice a year/ or

by request of the student, parent/guardian, and faculty Prerequisite(s): Classified as a Division 2 Student with a declared major or career focus and completion of

Employability Skills B

Credit/Length:.25

Course Title: Job Shadowing I

Description: The school supervised career exploration course where students visit worksites and shadow

employees as they perform their jobs. Job shadow emphasizes observing the workplace, not participating in

productive work. Grades are based on Job Shadow completion project.

Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.

Credit/Length: .25 Course Title: Job Shadowing II Description: The school supervised career exploration course where students visit worksites and shadow



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Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Job Shadowing III





Credit/Length: .25 Course Title: Internship I

Description: School supervised, hands on learning in a real world setting to provide students with a better

sense of the jobs within a particular business or industry. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Internship II

Description: School supervised, hands on learning in a real world setting to provide students with a better sense

of the jobs within a particular business or industry.


Credit/Length: .25 Course Title: Work Experience I

Description: Students will learn employability skills through paid or unpaid work experience. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.

Credit/Length: .25 Course Title: Work Experience II

Description: Students will learn employability skills through paid work experience. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.

Credit/Length: .25 Course Title: Work Experience III

Description: Students will learn employability skills through paid work experience.

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Credit/Length: .25

Division 2 Electives for College/ University Major Course Descriptions

Course Title: Career Portfolio Prep/Coordinated Education Plan Review Description: Students develop an awareness of their personal skills, interests and abilities as they

relate to career choices. Students will be provided with instruction, resources and

research skills vital to creating the student’s initial Career Portfolio. This plan is

reviewed and updated annually by the student, parent/guardian and faculty in conjunction

with his/her Coordinated Educational Plan. Prerequisite(s): Classified as a Division 2 student with a declared major in College /University Prep and

Entrepreneurship/Business

Credit/Length: .50 Course Title: Advance Employability Skills

Description: Students work to finalize post-graduation plans while developing awareness of how life-

long learning is necessary to maximize workplace opportunities and earning potential.

School Counselors provide avenues for exposure to post secondary opportunities.

Students will be assisted in implementing initial steps in their Career Plan (e.g. College

and/or job application process). Students will explore the topics of personal and

psychological well being and applying personal ethics in all settings.

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Prerequisite(s): Classified as a Division 2 student with a declared major in College /University Prep and

Entrepreneurship/Business

Credit/Length: .50

Course Title: Study Strategies

Description: Study Strategies focuses upon developing a student's ability to absorb, process, and apply new

information. Daily lessons emphasize the acquisition and application of study and organizational strategies (e.g.

use of assignment notebooks, notebook organization for subject classes, time management skills, etc.). Students

develop an understanding of personal learning strengths and weaknesses. A portion of each class is designated

to course work to assist students with the authentic application of skills taught. Grades are based upon daily

assignments and projects. Prerequisite(s): Classified as a Division 2 student with a declared major in College/ University Prep.

Credit/Length: .50 Course Title: ACT/SAT Prep

Description: Prepare students to take the ACT/ SAT Test through test taking strategies and study skills.

Prerequisite(s): Classified as a Division 2 student with a declared major in College/

University Prep, completion of Career Portfolio Prep/Coordinated Education Plan Review

Course. Credit/Length: .50 Course Title: Biology

Description: The course objectives center on the study of the structure and function of

living things. Emphasis is placed on laboratory work. This allows students to derive a

sequence of concepts from a series of laboratory experiences. Students will cover cellular and

molecular biology, genetics and the diversity of living things, certain areas of microbiology,

human biology and the relationship of living things to their environment. Prerequisite(s): Division 2 Student Credit/Length: 1.0 Course Title: Geophysical Science Description: The course is a basic Physical Science course with chemistry, physics and earth science

components. The program tries to develop through observation, experimentation, and measurement, the

principles and concepts that make up the active world of chemistry, physics, and earth science. Emphasis is

placed on reinforcing concepts through laboratory experience and classroom activities designed by the

instructor to meet individual needs of each particular class. Course Title: Algebra 1 Description:

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This is the first course of a two-part series. Students use algebraic methods to explore, model,

and describe patterns and functions involving numbers, data, and graphs. The topics of study

include comparing and estimating real numbers, single variable equations and inequalities;

coordinate geometry, systems of equations, data analysis and an introduction to exponents

and polynomials. Applications include problems relating to the students’ technical areas and

everyday life. Prerequisite(s): Completion of Pre-Algebra and declared major in College/University Prep.

Credit/Length: 1.0

Course Title: Algebra II

Description: This course expands upon the topics developed in Algebra I Part II. The topics of study

include functions, linear systems, factoring, rational expressions, radicals and complex

numbers, and conic sections. Applications include problems relating to the students’

technical areas and everyday Prerequisite(s): Completion of Algebra I Credit/Length: 1.0 Course Title: Service Learning Project

Description: Students will learn and develop through active, unpaid, participating in academic and

particular activities that are conducted and designed to meet the needs of the community.

Prerequisite(s): Classified as a Division 2 Student - Credit/Length: .25

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Division 2 Electives for Art – Entertainment or Entrepreneurship/Business

Course Title: Management and Entrepreneurship

Description: This business course develops the students’ management and entrepreneurship skills.

Topics continue to include basic business practices, resource management, finance, law,

community relations, and ethics. Business organization, teamwork, and competition

studies are also continued. Students work on business projects related to their vocational

fields Prerequisite(s): Classified as a Division 2 student with a declared major in Entrepreneurship /Business.

Credit/Length: . 50 Course Title: Management and Entrepreneurship II Description: This business course builds on the students’ management and entrepreneurship skills taught in

the Management and Entrepreneurship I course. Topics continue to include basic business practices, resource

management, finance, law, community relations, and ethics. Business organization, teamwork, and competition

studies are also continued. Students work on business projects related to their vocational fields Prerequisite(s): Classified as a Division 2 student with a declared major in Entrepreneurship /Business and

completion of Management and Entrepreneurship I.

Credit/Length: .50

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Course Title: Service Learning Project

Description: Students will learn and develop through active, unpaid, participating in academic and

particular activities that are conducted and designed to meet the needs of the community.

Prerequisite(s): Classified as a Division 2 Student - Credit/Length: .25 Course Title: Job Shadowing I




Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Job Shadowing II




Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Job Shadowing III Description: The school supervised career exploration course where students visit worksites and shadow




Credit/Length: .25 Course Title: Internship I


sense of the jobs within a particular business or industry.


Credit/Length: .25 Course Title: Internship II


sense of the jobs within a particular business or industry.

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Credit/Length: .25 Course Title: Work Experience I


Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Work Experience II


Prerequisite(s): Classified as a Division 2 student with a declared major or career focus. Credit/Length: .25 Course Title: Work Experience III

Description: Students will learn employability skills through paid work experience. Prerequisite(s): Classified as a Division 2 student with a declared major or career focus.

Credit/Length: .25 Course Title: School Based Enterprise

Description: Students will learn the management of a school based business that produces and sells goods

and services. Students will participate in activities that will increase their skills on problem solving, business

operations, time management, being a quality producer and collaborative worker.

Prerequisite(s): Classified as a Division 2 student with a career focus in Entrepreneurship /Business.

Credit/Length: .25

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Appendix M

Project- Based Learning

We have decided to infuse project-based learning into our curriculum because it is pedagogical

approach and curriculum design methodology centered on the learner and can be easily integrated

with real world issues and practices. With our vocational focus, we will use project-based learning to

engage students in learning that reinforces their career focus and individual learning goals. Recent

research reported that PBL had a positive effect on specific groups of students. For example, students

with average to low verbal ability and students with little previous content knowledge learned more in

PBL classes than in traditional classes (Mergendoller, et al., 2006; Mioduser & Betzer, 2003).

Instead of using a rigid lesson plan that directs a learner down a specific path of learning outcomes or

objectives, project-based learning allows in-depth investigation of a topic worth learning more about

(Harris & Katz, 2001). We believe that project-based learning develop critical thinking and creative

skills, improves problem-solving skills, increases motivation, and helps students learn to transfer

knowledge to new situations. Additionally, project- based learning used in under PBIS (Positive

Behavior Interventions and Supports) will provide a data rich structure in which students’ academic

and behavioral progress will be continually assessed.

MEHS’ implementation of project-based learning will be captured through the use of curriculum

maps and will include the following:

(a) An introduction to "set the stage" or anchor the activity;

(b) A task, guiding question or driving question;

(c) A process or investigation that results in the creation of one or more sharable artifacts;

(d) Resources, such as subject-matter experts, textbooks and hypertext links;

(e) Scaffolding, such as teacher conferences to help learners assess their progress, computer-

based questioning and project templates;

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(f) Collaborations, including teams, peer reviews and

(g) Opportunities for reflection and transfer, such as classroom debriefing sessions, journal

entries and extension activities.

(h)Opportunities for and expectations that students will do project presentations to faculty,

students, parents and community members.

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(i) A absolute commitment by all staff to respect all students and to develop trusting relationships

that will lead to more mature individuals with the tools to make wise decisions regarding college,

career and life

We realize that some findings suggest caution in embracing project-based learning unless the

conditions for success are in place, including strong school support, access to well-developed

projects, and a collaborative culture for teachers and students. MEHS intends to use coaches and

experts to provide ongoing support in establishing school culture, quality projects

processes/assessments as well as parent and community support This support includes teachers

receiving on-going professional development training/coaching and ample time to plan and enact

PBL effectively. Teachers/advisors will facilitate and direct student learning through engagement in

authentic problems and projects that will help shape their abilities to manage time, develop trusting

relationships and become a confident and productive citizens

(Durango Street)

Project Completed by Project Excel Day Treatment Students during the 2008/2009 School Year.

English: The students read the “Durango Street” by Frank Bonham. Students studied the vocabulary words

associated with the book to assist with reading comprehension.

Social Studies: Students learned about the social structures within the United States and terminology associated

with specific social classes (Working Poor, Lower Class, Middle Class and Upper Class.)

Math (Business Math) Students learned about the types of business that are located in specific neighborhoods

according to the income statuses of the neighborhood.

Art: Students were placed in groups and instructed to create their own version of a “Durango Street”. The

students had to choose the following: a social class and the type of business located on their Durango Street

according to the social class they chose. Students were them instructed to write a synopsis about their Durango

Street using specific vocabulary from their English and Social Studies Class.

Grading: Rubric was used to measure the students’ performance within the following learner outcomes:

1. Self Directed Learner

a. Set Priorities and Achieve Goals

b. Creates Options for Self

c. Monitors and evaluate progress

2. Collaborative Worker

a. Monitors own behavior with the group

b. Demonstrates interactive communications

c. Monitors own behavior as a group member.

3. Complex Thinker

a. Using a wide variety of strategies for managing complex issues.

b. Accessing and using topic relevant knowledge

4. Quality Producer

a. Creates product that achieves their purpose

b. Creates product appropriate for their attended audience.

c. Creates product that reflects craftsmanship

d. Uses appropriate resources and technology.

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Appendix N

Curriculum Delivery and Assessment Strategies for Implementing the Vocational and

Project-Based Educational Curriculum

Project-Based Learning Vision Our vision is to deliver a project-based learning instructional approach is in conjunction with our four themes: individual focus, family focus, community focus, and global focus. The activities carried out will be those valued in the real world and will provide a vehicle for students to take responsibility for their own learning. There will be a minimum of one project due per marking period in each core class and 1 service-learning project per year. Teachers will collaborate to develop themed-projects and school-wide activities that are integrated across disciplines. Vocational and Career Exploration Vision Our vision for the Vocational and Career focus is to deliver an educational program, which helps to develop skills, attitudes, abilities and work habits to attend college and/ or gain employment. Our curriculum delivery for the Division 1 - Core Phase will begin with administering the diagnostic assessments (MAP, STAR) and then placement in comprehensive skill-building courses in Math, Science, Language Arts, and Social Studies. Teachers will facilitate differentiated learning strategies and provide individualized delivery systems to accommodate different learning styles, speeds, and abilities. This will be done through the use of computer-assisted instruction, which will provide programmed learning, immediate feedback systems, and maximum monitoring of individual progress and needs. Our Division 2- Vocational Exploration Phase will move students into a more self-directed course of study. Our curriculum delivery for this phase will first consist of an administration of interest/career surveys and inventories and a review of portfolios and MAP scores. A student’s course of study will then be determined based on his or her interests and results of diagnostic assessments. Internships, apprenticeships, career exploration, field trips, paid work experiences, and service learning opportunities will be available to assist with the delivery of the curriculum. Assessment Strategies Our vision for assessment involves meaningful evidence about what students are learning. It leads to knowledge that will stimulate analysis and suggests actions. We will use: (1) direct evidence which will consist of actual student work (2) indirect evidence, which will consist of surveys, interviews, and reflections and (3) supportive evidence consisting of enrollment, attendance, and retention trends, WKCE, SAT, MAP scores, and GPA’s.

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Method and Strategy

Curriculum/ Educational Focus Description of Strategy

Things to Consider For Assessment

Tiered Assignments and Products

Differentiated Instruction

Project- Based Learning

Core Prep Phase

All subjects

Assignments and products will be designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) will be the same, but the process and/or product will be varied according to the student’s level of readiness.

For example, students with moderate understanding about a topic will be asked to write an article. Students with a more advanced understanding will be asked to prepare a debate.

Focus task on a key concept

Use a variety of resource materials at different levels of complexity and associated with different learning modalities

Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration

Compacting Core Prep Phase

*Math

Compacting will involve a three step process:

1. assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master

2. create plans for what the student needs to know, and excuse the student from studying what he/she already knows

Thoroughly pre-assess the learner’s knowledge and document findings

Explain the process and its benefits to the student

Create written plans and timelines for study

Allow student choice in enrichment or accelerated study

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Method and Strategy

Curriculum/ Educational Focus Description of Strategy

Things to Consider For Assessment

3. create plans for freed-up time to be spent in enriched or accelerated study

For example, a ninth grade class is learning to identify the parts of fractions. Diagnostics indicated that two students already know the parts of fractions. These students are excused from completing the identifying activities, and are given projects.

Research

Core Prep Phase

Vocational/Career Exploration Phase

Science Curriculum

Social Studies Curriculum

The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upon the outcome of the research. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student completes his or her own research on the topic and develops a product to share with classmates.

For example, in a unit on ocean life, a student indicates that she wants to learn more about sharks. With the teacher’s guidance she develops research questions, collects information, and presents an oral report to the class about the feeding patterns of great white sharks.

Base the project on student interest

Provide guidance and structure to ensure high standards of investigation and product

Use timelines to help student stay on track and prevent procrastination

Use process logs or expert journals to document the process

Establish clear criteria for success

Establish rubrics

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School-wide academic and extra-curricular themes

Individual

Family

Community

Global

Project-Based Learning

Core Prep Phase

Vocational/ Career Exploration Phase

All core subjects

Students will work individually and collaboratively to complete one project per marking period in each core class.

For example, in a unit about the Civil War, students can choose to work in groups on one of four topics: free labor vs. slave labor, a biography of Robert E. Lee, women’s role in Reconstruction, or how trade was impacted.

Incorporate student interest

Encourage students to help create tasks and define products

Adjust for student readiness

Establish clear criteria for success: Rubric

Adjust blocks of work time based on student readiness

Flexible Grouping Project-Based Learning

Students will work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times based on interest and/or learning profile. Groups will be either be assigned by the teacher or chosen by the students. Students will be assigned purposefully to a group or assigned randomly. This strategy will allow students to work with a wide variety of peers and keeps them from being labeled as advanced or struggling.

For example, in a Math class, the teacher may assign groups based on their knowledge of basic skills, but allow students to choose their own groups for the themed projects.

Ensure that all students have the opportunity to work with other students who are similar and dissimilar from themselves in terms of interest, readiness, and learning profile

Alternate purposeful assignment of groups with random assignment or student selection

Ensure that all students have been given the skills to work collaboratively

Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced

Use rubric

Multiple Levels of Questions

Critical Thinking

Project-based

Teachers will adjust the types of questions and the ways in which they are

Use wait time before taking student

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Learning

Core Prep Phase

Vocational/ Career Exploration Phase

All subjects

presented based on what is needed to advance problem-solving skills and responses. This strategy will ensure that all students will be accountable for information and thinking at a high level and that all students will be challenged. Finally, all students will benefit from this strategy because all can learn from a wide range of questions and responses.

For example, the teacher prepares a list of questions about a topic that the whole class is studying. During a discussion, the teacher will ask initial questions to specific students, based on readiness. All students are encouraged to ask and answer follow-up questions.

answers

Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile

Encourage students to build upon their own answers and the answers of other students

If appropriate, give students a chance to talk to partners or write down their answers before responding

Use to enhance test-taking skills for standardized and diagnostic assessments

Coordinated Educational Plan

(CEP)

Personal Development and Goal Setting

Intrinsic Motivation

Character Development

This strategy will allow students to work at an appropriate pace to target learning and social goals. Further, it helps students work independently, learn planning skills and reflect on progress.

For example, a student indicates the she wants to set a goal to improve her attendance. The CEP will indicate the dates by which each step of the goal will be revisited.

Allow student choice in setting goals for themselves

Include both skill- and content-based learning in the CEP

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Career Exploration

Vocational Exploration Phase

Diagnostic assessments. Internships, apprenticeships, career exploration, field trips, paid work experiences, and service learning opportunities will be available to assist with the delivery of career exploration. For example, after students take a job and interest survey and express an interest in a particular career, the teacher or counselor will arrange job-shadowing opportunity.

Include choices that reflect a range of interests

Allow for research and/or job shadowing

Determine what success looks like

Allow for changes

Service Learning Project-based learning

Core Prep Phase

Vocational Exploration Phase

We will use this as a teaching and learning strategy that will integrate meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

For example, the ninth grade class might develop an initiative to counter gang involvement by organizing a community gang prevention rally.

Allow for student input

Assess the process and collaborative efforts.

Assign roles and responsibilities

Use rubrics, reflections and interviews

Computer- Assisted Instruction

“Read Now Power Up”

Core Prep Phase Computer programs or high-tech equipment provide content instruction to students to enable them to meet standards and goals. For example students who score low on MAP test and WKCE will have time in their schedule allotted for computer- assisted instruction.

Use diagnostic assessments to determine time needed for computerized instruction

May measure student skill and progress

Allow for immediate feedback and reflection

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Appendix O Parent/Guardian Involvement

Milwaukee Excel High School Staff will be fully invested in active parental/guardian

engagement. At least 51% of the school’s parents will have consistant oppurtunites to

partcipate on various levels within the school. A Family Representative Board will be

created to work with the school’s leadership and assist with determining the direction and

strucutre of the school’s programing. Monthly parent/guardin meetings will be held to

address behavior issues, school performance, and other topics that are an interest to

parents . We will also seek guidance, support and direction from parents/guardians for

annual events such as: fundraiser, award ceramonies and family nights.

Milwaukee Excel High School will implement the Creating Lasting Family Connections

curriculum to the MEHS students and families. The Creating Lasting Families

Connections Curriculum, is recognized as a National Model by the Substance Abuse and

Mental Health Services Adminstration’s Center for Substance Abuse Prevention, as a

Model Family Stregthening Program by the Office of Juvenile Justice and Deliquent

Prevention, and as a Promising Program by the U.S Department of Education.

Appendix P

To further fulfill our educational mission and provide a structure for professional development,

our staff will be immersed in continuous school improvement processes and teacher training.

Initially, our professional development needs will be focused on setting goals and objectives in

establishing the project-base learning and PBIS frameworks. This professional development will

take place in the form of school improvement processes, observing best practices, developing

professional development plans, participating in workshops and in-services, and teacher

coaching.

Our professional development seeks to include the following strands:

Personal development

Orientation and Mentoring

Academic Quality

Learning, Teaching, and Assessment

Teambuilding

Leadership

Research and Knowledge Transfer

Health and Safety

Administration

Technical

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Appendix Q

Letters of Support (Submitted with original Proposal)

*See Attachment

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i. executive summary€¦ · mission of communities is schools is to champion the connection of...

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