Strategies Ideas and Pitfalls to Avoid when Starting

Strategies, Ideas and Pitfalls to Avoid when Starting an Early/Middle College High School California Coalition of Early & Middle Colleges A coalition dedicated to the promotion of California policy to strengthen Early & Middle Colleges September 29, 2017 Erin M. Craig, Ed. D. Executive Director , Unity Middle College Orange, CA

Exploratory Thinking What are you attending this session today? What questions do you hope to have answered?

MCHS Demographics NATIONALLY • Small schools with approximately 300 -500 students • Traditionally underserved populations • First generation high school and college students CALIFORNIA • Approximately 65 MCHS identified in California

Different MCHS Models • • • Public MCHS Independent Charter MCHS Dependent Charter MCHS Gateway to College MCHS within a comprehensive school Varied grade levels served nationwide (913 th) • On and off the college campus

MCHS and ECHS are examples of dual enrollment in action. We will use the term: MCHS for both MCHS and ECHS in this presentation.

A Few Basics to Consider • Who is your target population? • Will the model be a 2, 3 or 4 year early/middle college? • Will the early/middle college be a schoolwithin-a-school or a stand alone school with a CDE number? • Will the school be located on a college campus or? • How many students will you serve?

The MCHS Strategies Significant Dual Credit Sustainable Partnerships Holistic Student Support Innovative Teaching and Learning

How to Gain Significant Dual Credit • Students are enrolled in college in the morning and high school in the afternoon • Students are enrolled in Advisory/Family/AVID all four years; the tool used to instill college readiness • Some students will complete Pre-Cal at the college along with Calculus • All Foreign Language is completed at the college • Each of our students meet with the college counselor at least one time a year • All students have a college Student Education Plan that is updated annually

Sustainable Partnerships • Strong partnership between college and MCHS drives student and institutions’ success • Memorandum of Understanding describes scope of relationship, course access, costs, etc. • Integrated high school and college-based cohesive academic program is developed and implemented by both institutions • Ongoing HS and college collaboration at multiple levels: admin, counselor, instructors • Partnership is not strictly reliable on one individual

Holistic Student Support • Supports to meet the academic, social, and emotional needs of students • Environment that fosters the development of knowledge and skills necessary to succeed in school and in life • Dedicated professionals provide students with intensive support throughout the MCHS experience • Services and structures to address the needs of the whole student to maximize program persistence and completion • Faculty and staff utilize strengths-based and solutionfocused approaches to student support • Cultivated small learning community among students to increase their academic and social integration into the

Innovative Teaching • HS teachers and college instructors teach respective classes with collaboration between institution • 21 st century skill and curriculum building through technology, course rigor, and college level content • Positive and collaborative environment where students engage in academic and social emotional support and growth • Scheduling and courses offered maximize opportunities to earn college transferable units leading to a degree or credential

Innovative Student Learning • Students take HS, College, and Advisory/AVID courses each semester • Participation in a Family or Advisory or AVID class of 20 -25 grade alike students sometimes with the same teacher all four years • Student demonstrates readiness to enroll in credit bearing/transfer level college courses • Student feels like and is a college student • Safe, supportive, environment to celebrate students’ successes and

MCHS: An Equitable Education Equity Practices: • Equity funds can be used for MCHS • Providing access to college courses for traditionally under represented minority high school students • Removing financial barriers for the first two years of college • Building academic and contextual skills for college readiness while in HS

Small Group Discussion What are your next 3 -5 steps in working towards exploring, planning, opening, or expanding a MCHS?

MCHS Q&A What are your questions?

Thank You! Erin Craig, Ed. D. Unity Middle College High School ecraig@unitymchs. org To Learn More About CCEMC http: //www. ccemc. org