Hartford public schools

High School, Inc. is a college preparatory school model for 400 high school students, grades 9-12, who are interested in pursuing careers in the insurance and financial services industries. During year one of implementation the Academy will enroll Grade 9 and Grade10 students and open its doors in August 2009. This new Academy will serve as a whole school design of what has been a successful but limited seat program at Bulkeley High School and Weaver High School for a small number of students.

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  The Academy will be a 21st century learning environment that combines rigorous academic courses and a related sequence of elective courses in insurance and financial services.
  
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  Learning will be student focused, and content will be taught using a variety of teaching and learning strategies with a solid technological core, both inside and outside of the classroom.
  
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  Students will have the necessary academic supports to succeed with high school work in a college preparatory curriculum.
  
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  Students and families will commit to participation in the Academy as members of a learning community.
  
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  Teachers, administrators and counselors will set high expectations for all students and will be committed to instructional strategies and support services that engage students, motivate their desire to learn and produce successful outcomes.
  
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  Community, higher education, and business partners will be active participants with teachers and students and provide an enriched in-school environment as well as out-of-school experiences for students to understand the requirements of employment in high-skill, high-wage occupations.
  
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  The school will maintain its own webpage with complete and updated school information for both current and future students.
  

The theme of the Insurance and Finance Academy will be based on the Financial Services Cluster which includes:

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  Insurance (including medical insurance)
  
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  Banking
  
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  Investments/Securities
  
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  International Business
  
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  Financial Management
  

The Academy will work with Capital Community College to provide a seamless transition into its new Insurance and Financial Services Associates Degree Program. This program has a pathway articulation with Connecticut’s four-year public colleges. The Academy will continue to develop curriculum that will be articulated with Capital Community so that students can receive both high school and college credit while attending high school. There are also dual enrollment credit opportunities through existing College Career Pathways (formerly Tech Prep) courses.

The Academy will partner with several local insurance and financial services companies who have agreed to serve as business partners in various capacities. In addition to representation on the Advisory Board these companies will offer mentoring, job shadowing, lectures, classroom visits, internships, staff training, and other activities as detailed in the Partnerships section of this proposal.

High School, Inc. will be based on the National Academy Foundation (NAF) Academy of Finance model. NAF creates partnerships between business leaders and educators. This innovative educational model empowers high school students to successfully go on to higher education and professions of their choosing. NAF sustains a nation-wide network of academies with focused career-themed curricula, high level mentoring by business professionals and real-world paid internships. These academies demonstrate a model that works and is replicable.

This model combines the efforts of the private and public sectors to create a program that exposes high school students to careers in the financial services sector. The most dramatic impact of the model is evident in NAF’s innovative approach in public high schools located within our country’s most economically fragile inner cities. The academies are a bridge between corporate America and communities whose young people are often relegated to the margins of our economy and culture. The NAF model works by bringing business people into the public schools and introducing disadvantaged youth to the world of business.
Organized as small learning communities, NAF students remain together throughout their high school years with a core group of specially trained teachers. The model provides an environment for these teachers to develop interdisciplinary activities that make learning relevant and capture the interest of students.
Specialized NAF courses are jointly designed by educators and industry specialists to supplement and enrich the high school curriculum. Rigorous academic learning is combined with real-world experience and career training which are often lacking for many of today’s high school graduates but critical for doing well in college and in careers.
This school design is based on the best practices of successful model schools throughout the country. Design team members visited the following NAF Academy of Finance model sites whose minority populations are experiencing high achievement:

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  Bronx School of Law and Finance
  
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  Baltimore NAF High School
  

The Mission of High School, Inc. is to provide students with the skills and abilities necessary to pursue higher education and careers in the finance and insurance industries through a rigorous and relevant curriculum. The school will accomplish this by:

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  meeting the individual needs of each Academy student,
  
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  developing a system for personal relationships among staff, students, parents and business partners, and
  
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  connecting the classroom to real world experiences, especially through internship, mentoring and field work programs.
  

The vision of the Academy is to develop future finance and insurance professionals in a safe, inclusive and respectful environment. The Academy emphasizes academic excellence and, at the same time, preparation for students to pursue careers in the corporate sector. Every student will experience a planned sequence of courses and be involved in activities that will enrich those courses. This combination of academic rigor, technical skills and work experience will provide each student with a competitive advantage in advancing career goals.

The Academy will serve approximately 400 students in grades 9-12 by 2011.

The following are transitional considerations for the August 2009 opening of the Academy:

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  During its first year of implementation, the Academy will serve students in Grades 9 and 10.
  
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  The current Grade 9 students enrolled in the Freshman Academy at Weaver High School will have seat preference for Grade 10 enrollment at the Academy for entry in August 2009.
  
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  Grade 8 students will be recruited city-wide for enrollment in Grade 9 in the Academy through the Hartford Choice process.
  
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  Grade 10 and 11 students currently enrolled in Academy of Finance programs at Bulkeley and Weaver high schools will remain at their schools to complete their course of study. (The NAF Academy programs at these schools will be phased out over the next two years).
  

The strong leadership of the principal will be essential to the success of the Academy. It is highly recommended that the principal:

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  Be driven by a personal commitment to get every academy graduate into college
  
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  Has training or expertise in the fields of insurance and finance
  
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  Can work effectively with business, industry, higher education and community partners
  
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  Understands and supports strategies to provide meaningful out-of-school experiences for students and ensures that they are integrated with classroom instruction
  
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  Involves parents in meaningful roles in the school
  
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  Put students first in all decision making
  
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  Has firmness and consistency in maintaining good school discipline
  
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  Has autonomy to hire staff with relevant business experience to ensure robust curriculum relevance to today’s IFS industry needs
  

A Dean of Students will support the principal in establishing a safe environment and school culture that emulates a business atmosphere.

The School Governance Council will foster collaborative decision-making through a representative body of academy educators, parents, student and community members who will review the school improvement plan, assess the school budget based on student learning goals, and monitor adherence to the school mission. This Council will also make decisions about school-wide concerns, curriculum and assessment and the organization of the school schedule. The Academic Advisory Board/Board of Directors co-chairs will also sit on the School Governance Council to ensure a regular flow of information between the two groups.

The Advisory Board, which will be referred to as the “Board of Directors” to align with business terminology, will include business partner co-chairs, along with a NAF affiliate, and higher education partners with backgrounds in curriculum development, teaching and fiscal expertise. The primary role of the Board will be to provide industry-based guidance in the accomplishment of the Academy’s mission.

To assist parents in becoming active leaders, the Academy with its partners will provide leadership training for parents who take on leadership roles in the school. Parents who serve on the PTO or in other leadership roles will be offered training in how to run a business meeting, how to manage a budget, and will learn about the role of policies in a school organization. Additionally, the Academy will assist parent volunteers to organize a PTO which will conduct meetings on a regular basis throughout the school year. The parent group shall function as an independent body in regard to funds, meeting dates, meeting agenda, etc. The president of the parent group will be invited to serve on the School Governance Council.

The new high school will involve students in meaningful leadership opportunities that will teach them how to take ownership for their school, their learning and their future. The Academy will include the following initiatives:

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  Student Council: This program will foster student leadership, value and formalize student input, and encourage teachers and staff to support student activities and recommendations.
  
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  Peer Mediation Committee: This program will encourage constructive communication, assist students in taking responsibility for their actions, and help clarify students’ needs and feelings. Peer mediation has proven to be a strong, helpful tool by producing significant results in decreasing school confrontations and violence.
  
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  Student Recognition Awards: Student Leader of the Year, Excellence in Internship, etc.
  
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  Student “Geek Squad”: Students will have the opportunity to assist the Technology specialist in troubleshooting computer problems and needs.
  

In addition to highly qualified certified teachers in all curriculum areas, teaching staff will include educators who have certification in technical areas in order to deliver proficiently the academy theme courses.

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  Have broad academic knowledge as well as depth in their subject;
  
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  Use a variety of strategies to accommodate individual learning styles and engage students;
  
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  Coach and facilitate lessons to engage students as active learners rather than lecture to passive students;
  
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  Supervise and guide each other, plan lessons and courses together, and observe each other’s teaching as a way of continuously improving their practice;
  
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  Use common planning time to discuss individual student achievement, as well as class and school-wide academic issues;
  
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  Use common planning time to develop interdisciplinary lessons and courses that focus on essential questions;
  
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  Teach model lessons learned from professional development to other teachers;
  
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  Create a Personal Teaching Plan developed in collaboration with his/her supervisor to address individual professional development needs as they relate to improved student learning;
  
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  Use technology daily to improve student learning;
  
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  Define benchmarks for improved student achievement;
  
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  Participate in pathways course content team collaboration to develop interdisciplinary connections for the integration of contemporary issues in the insurance and finance fields;
  
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  Embed assessment into instruction as part of the learning process; and
  
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  Individualize and personalize learning whenever possible.
  

Professional development will be designed as coherent, sustained and sequential opportunities for collaboration to support focus areas of:

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  team-teaching for interdisciplinary study
  
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  data-based decision making
  
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  monitoring of student achievement
  
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  current issues in business, finance and insurance
  
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  integration of core curriculum and themes
  

Academy teachers are expected to work as a team. Teachers will use case study methods and problem-based approaches which integrate knowledge from a variety of disciplines and promote active participation of faculty and students. This approach is a shift from “teacher ownership” of a classroom to being an integral contributor to a highly-skilled team of professionals working together to enhance student performance. Teachers will create a learning environment in which they will serve as role models and resources for students, while empowering students to direct their own learning through active participation.

The Academy will have an extended school day for a period of one hour. During this period students will attend a half hour Advisory Period with the additional half hour for increasing instructional time.

Co-curricular planning and Saturday Academies will include the development of the following programs:

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  College readiness classes at all grade levels
  
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  College information assemblies for students and parents for college application process and college life
  
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  Visits to colleges
  
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  SAT Test Prep
  
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  Senior College Labs for: FAFSA workshops, scholarship notebooks, scholarship essays
  
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  Tutorials
  
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  Summer Bridge opportunity for establishing a college prep culture
  
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  Credit advancement
  

The Academy will devise a carefully thought out plan for summer school and extended year activities that will include:

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  A Summer Bridge program
  
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  Academic enrichments
  
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  Academic supports
  
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  Internships
  
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  Advisory Program
  

Partnerships between business leaders and educators are critical to prepare students for college and professional careers. Business partnerships will secure internships, provide guest speakers, provide job-shadowing experiences, act as mentors, enhance curriculum, and serve on the Academy’s Advisory Board. Additionally, the NAF partnership will provide the school with curriculum based on industry and educational expertise. NAF’s record of success nationally with 90% graduation rates and more than 80% going on to college has garnered the support of corporations, public policy makers and foundations, including the Bill & Melinda Gates Foundation and the Pearson Foundation.

During junior and senior years students will complete the required internship with one of the Academy’s partners (120 hours). Prior to that, each student will complete a job shadowing experience and/or be provided with mentoring opportunities with an Academy partner.

The Academy will continue to work with Capital Community College to provide a seamless transition into their new Insurance and Financial Services Associates Degree Program. It will also continue to develop curriculum that will be articulated with them so that students can receive both high school and college credit while attending the Academy. A student’s credits from Capital can then be transferred to the state public college system.

The role of business partners is crucial to the success of this school. Major partners include:

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  Travelerswho has taken a lead role in supporting the Academy mission
  

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  Franklin Trust Federal Credit Unionwho has agreed to build a credit union branch in the new school as well as train students to operate the branch. They are also willing to provide mentoring, job shadowing, classroom visitations, lecturing, and internships.
  

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  Smith Barney (Citigroup) whose participation qualifies the Academy for the annual NAF Citigroup grant which provides staff development and program enrichment activities.
  

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  The Hartford Financial Services Group
  

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  MassMutual
  

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  Waddell & Reedwho will provide staff training on financial planning as it relates to the large wealth transfer that is expected as the parents of the baby boomers pass on; who will provide classroom guest speakers on Investments.
  

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  The Phoenix Companies
  

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  Bank of America
  

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  Barnum Financial
  

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  Connecticut IFS (Insurance & Financial Services) Cluster who will serve as a member of the school’s Advisory Council and School Governance Council and thus act as conduit to the insurance and financial services industry. The IFS representative will share with the School Governance Council reports that track high growth jobs and skills associated with high-demand occupations within three segments of industry: banking, insurance and financial services.
  

The following business organizations are additional potential business partners:

The Insurance & Finance Academy Design Team developed the following criteria and protocols as guidelines for the collaborative work of the partnerships. Each business partner will define what aspects of the guidelines are most suitable for involvement with the school.

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  All curricula and course outlines are designed with a focus on insurance and financial services and reviewed by the school’s Advisory Committee. IFS partner companies can provide case studies and/or classroom projects.
  

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  Visits to and site tours of companies are tied to the curriculum and include preparation prior to and follow-up after the visit.
  
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  Industry speakers are frequent guests and visits are aligned with subject matter.
  
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  Innovation and competitiveness is rewarded through IFS industry-sponsored math or other similar related-content contests with possible ties to the current statewide math contest.
  
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  Business in-kind support: internships, mentoring and job shadowing, as well as an annual ‘dress for success’ clothes drive.
  
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  The Academy includes the utilization of proven programs such as CBIA’s Y.E.S Academy which uses corporate volunteers to teach employability skills.
  
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  Externships are provided to Academy teachers to become more educated on today’s insurance and finance environment.
  
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  Students collaborate with business partners in community service efforts such as Habitat for Humanity & Rebuilding Together that will instill a sense of corporate social responsibility and aligns with the school mission.
  
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  Funding opportunities with industry partners are under discussion and could include:
  --Scholarships for enrollment in the AS Degree in Insurance and Financial Services at Capital Community College
  --Grants for contest expenses
  --Underwriting of transportation and meal expenses for field trips, job shadow days, etc.
  --Seed money for student bank accounts
  --Operating funds
  --Teacher/staff training/development
  --Teacher/staff externship transportation and meal costs
  --Travel expenses for design team to observe similar academies
  

Eighth graders from the elementary/middle schools will have an opportunity to apply to the Insurance & Finance Academy through the Hartford School Choice process. Eighth graders will have an opportunity to visit the campus during the school year when classes are in session so that they can interact with current students. Incoming students should have a commitment to the unique four-year program including the longer school day, course expectations, internship and school uniform.

Prior to the school’s opening and during the first year of implementation, the school will develop further articulation agreements with local colleges and universities for dual credit courses. Additionally, a minimum of two AP courses will be offered.

The school will develop multiple opportunities for:

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  Visits to college campuses
  
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  Learning about college options
  
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  Earning college credits through dual credit and summer courses
  
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  Collaborative activities with college students
  

The Student Advisory will be a critical component to the development and success of the Academy; it will ensure that no student becomes anonymous, guarantees each student an advocate and supports the learning program and personal growth of each student through nurturing individualized attention. Personalizing the Academy through the advisory system will provide the means to better meet the learning needs of each student.

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  There is an unmistakable common belief that all students can learn; high expectations for students underline that belief.
  
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  A business-oriented environment will permeate the Academy.
  
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  Students know why they are in school and can articulate it.
  
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  Teachers are passionate about the content they teach.
  
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  Continuous improvement is part of the culture of the Academy. Staff and students understand that mistakes are part of growing and essential for learning.
  
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  Students wear uniforms reflective of a business environment. Staff have a professional dress code.
  
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  Staff and students wear IDs.
  
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  The school develops a partnership among teachers, parents and students who work together to raise student achievement.
  
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  The policies and practices in the school recognize diversity.
  
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  The school environment is safe for both teachers and students to experiment with new ideas.
  
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  Everyone rallies around the Academy vision; there is a common belief that failure is unacceptable.
  
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  The focus is on student-centeredness rather than teacher-centeredness.
  
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  There are clear expectations for acceptable behavior, procedures, routines and consequences.
  
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  Every student is known well by at least one caring adult in the school.
  
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  A system is in place for counseling students who repeat disruptive behavior.
  

The school will devise a School Compact agreement committing families, students and school staff to work collaboratively to help each student reach his or her potential. The Compact will establish agreed upon targets for improving student outcomes, will identify conditions that must be created in the school and the community to enable outcomes to improve, and will specify shared responsibilities of schools and communities to create the conditions for continuous improvement.

Orientation to the Academy will be provided at the start of each academic year for new students and will include a review of the School Compact. A Summer Bridge Program will be required for all entering Grade 9 students. This program will provide an induction into the Academy and an opportunity to meet faculty.

All students in the Academy will be required to wear a uniform that will distinguish them as young professionals.

Student behavior and conduct play a crucial role in the business student’s academic, civic, and social development. The standard for Academy behavior and its support program will be guided by the:

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  Hartford Public School Code of Conduct and Discipline
  
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  Code of Conduct from national and state student organizations (CTSO)
  
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  Corporate codes of conduct from the insurance and financial services industry
  
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  Mentoring programs provided by business partners who will model positive behaviors
  

The school will place a very high commitment on parent participation. To that end, parents will have a voice and opportunity for collaboration with Academy staff and partners through the following initiatives:

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  The creation of a parent organization
  
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  Representation on the School Governance Council
  
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  An Annual Stakeholders Meeting, similar to an Annual Stockholders Meeting when parents and the other stakeholders will have an opportunity to voice their opinions on the direction of the school and any other concerns that they may have
  
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  Mini-Courses for parents, such as Financial Planning, to increase their participation in the school and provide a service to them. This will not only help in creating a culture of learning at home but also provide a needed service to the community.
  
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  An end of year awards ceremony will be held to recognize our students, teachers, parents, corporate sponsors, and members of the community.
  

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  Parent presence and participation in the school will help to mitigate behavioral problems and reinforce the mission of the school to produce motivated, informed, and ethical students.
  
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  The culture of the school will be explained and emphasized to both parents and students. Parent participation will help to inculcate the culture of the school.
  
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  Parent voice and participation can support a culture that is a fusion of school and business and help promote real life business procedures, such as preparing a resume, writing a cover letter and using business and school terms interchangeably, such as entry level for freshman, supervisors for sophomores, etc.
  

With the assistance of the Support Team and Special Education staff each student’s records, such as CMT scores, grades, special needs and other such relevant information will be carefully reviewed to determine programs that will best meet the needs of each student.

Summer sessions will be available to bring all students to acceptable performance and meet all the district, Connecticut, and federal standards.

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  Each student will have two mentors, one faculty member and one student. The mentoring student will earn community service hours. The mentoring student will receive an evaluation on how effectively he has trained and mentored his charge. The student will be evaluated much like managers in business. Benchmarks and yardsticks will be created to aid the mentoring student in knowing what is expected of him and his advisee.
  
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  A personalization system, such as an advisor—advisee program will be put in place so that each student has an opportunity to be known well by at least one adult. In this way student needs can be met in a timely manner.
  
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  A Personalized Learning Plan will be in place for each of the four years the student is at the Academy. This Plan will include student goals, activities, college aspirations, course plan and completion, and capstone research topic.
  

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  Enrollment in High School, Inc. will follow the district timelines and procedures for the Hartford School Choice process. Additionally, promotional materials and presentations will be delivered to the middle schools and guidance counselors to encourage enrollment into the Academy.
  

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  A school webpage will offer complete and updated information for all current and future students.
  

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  Every student who is accepted for enrollment into the school must attend an interview as a further requirement for acceptance.
  

High School, Inc. will enroll students from city-wide.

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  During its first year of implementation, the Academy will serve 200 students in Grades 9 and 10.
  
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  The current Grade 9 students enrolled in the Freshman Academy at Weaver High School will have seat preference for Grade 10 enrollment at the Academy for entry in August 2009. This is a one year transition plan.
  
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  Grade 8 students will be recruited city-wide for enrollment in Grade 9 through the Hartford Choice process.