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AMES

AMES . History of AMES, Mission, Vision, Reflection, Beliefs, Objectives and Goals. Mission Statement. Our Mission is to Prepare a Diverse Student Body for Success in College or other Post-Secondary Education. ECHS Principles. Serving under-represented/underserved students

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AMES

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  1. AMES History of AMES, Mission, Vision, Reflection, Beliefs, Objectives and Goals

  2. Mission Statement Our Mission is to Prepare a Diverse Student Body for Success in College or other Post-Secondary Education

  3. ECHS Principles • Serving under-represented/underserved students • Collaborating internally and externally • Preparing students to leave with one to two years of college credit • Comprehensive support system • AMES and UofU work with intermediaries to advocate and support policies that support the ECHS framework

  4. AMES = Students are the Central Focus • James Brisette • Stephen Kelty • Tommy Shurtleff • Jose Garcia • Simon Gaspar • Nayelli Padilla • Stephanie Velasco • Nathaniel Maxi • Andres Trujillo • Michael Detienne • Joel Byrd • Chris Merrill • Alyssa Cross • Chris Kingdon We accept, respect and embrace all of our students – There is a place here for all students!

  5. AMES Faculty Just as diverse as our students are… We as faculty are also very diverse in our strengths, weaknesses, just as our students… We all have one common goal and focus and that is to educate students, prepare them for college and careers, and provide a safe, secure and friendly environment on their behalf… We all adjust our schedules to put students FIRST… It is not uncommon for AMES faculty to be flexible (beyond that of a traditional school)… We all want every student to succeed… Our students success is a reflection of both theirs and our collective efforts…

  6. Early College High Schools • Created originally to provide opportunities for students who are traditionally under-represented in higher education • Established because of the disparity in achievement between students who had access to college and college preparation classes • Thus, the non-gated approach for students to have such academic opportunities and a comprehensive support system to help them succeed • Partnerships established with colleges/universities to create a “pipeline” for course work, support, and an additional helping hand to ensure students complete college • Decrease achievement gap (especially, amongst students on FRL and Minority) and disparity created within public schools

  7. AMES • Established in 2003 through New Century High Schools initiative (Gov. Leavitt) • Start-up monies (Bill and Melinda Gates Foundation) matched from state for early college initiative • Start-up monies allowed opportunity for location ,infrastructure development, PD opportunities (travel), staff/faculty hiring, and funding for special initiatives (Science Fair, Robotics, etc…) • These start up monies were invested in the school through 2009 • We now rely primarily upon public funding (state), fundraising, and some minimal partnership funding (most of this has significantly been reduced) • Established as part of the STEM (Science, Technology, Engineering, Math) initiative , as a result of less students (especially from under-represented populations) choosing to pursue fields in Science, Math and Technology • This federal initiative has expanded to STEAM (Science, Technology, Engineering, Arts, and Mathematics), which AMES has supported since day one • Original Founding Staff – share experiences of early days…

  8. AMES • We’ve grown in both student base and faculty/staff • Serve 480 students +/- primarily due to financial woes a few years ago, increasing student base = increase in school funding • Ideal early college high school is 240 – do we move towards this? • Reduced Administrators by two, added counselors by one • Funding lost for AMES data, SIS, and reporting specialist • Most ECHS’s are located on or adjacent to a college campus • Our FRL and Minority population has more than doubled in the last three years • CRT’s correlate directly with this adjustment in student population as it interrelates to math scores (many students are entering AMES at low performing math levels – 70% not meeting college readiness standards) • CRT’s in L. A. and Science have remained constant

  9. AMES & Cottonwood High • Partnership originally established with CHS due to opportunity for space, central location, and expanded (5A) extra curricular opportunities that a small school could not support • Students through this partnership can participate in Debate, Music, Athletics, Electives (i.e. Medical Terminology, CTE, PE, Arts – beyond AMES, World Language, etc…) • Late schedule established due to research that shows teens actually perform better later in morning and to allow students opportunity to travel in morning to arrive on time • Granite was going to lose the building to Murray as a result of decreased enrollment in 2002/2003 – serious talk of closing the building • Approx 80% of all AMES students participate in CHS programs and significantly influences number of students who apply for enrollment at AMES

  10. AMES & Cottonwood High • A unique partnership that has pros/cons • Follow CHS schedule / adapt and adjust as needed • Pay nearly nothing for lease space • Pay nothing for operations and maintenance • Pay nothing for lunch • Pay CHS $500 a class each AMES student enrolls in • Use of all facilities without any additional costs • Space is limited and cramped • Talk of 9th grade moving into building (nothing confirmed – meeting with Martin Bates next week) – will this impact AMES?

  11. AMES & Crucial Conversations • A safe environment to share • Respect each other’s opinions • Review Goals for the school shared by faculty • Review Goals for students shared by faculty • Code of Conduct? • Similar Expectations – Common Framework? • Review Goals as teachers shared • How do these goals inter-relate to our mission statement and the early college high school core principals? • What is our common and collective mission/vision moving forward? • What are our biggest challenges? How do we best collectively address them?

  12. AMES – Nine Years Later • HUGE demand to attend AMES from all levels/backgrounds/geographic regions • HUGE demand for siblings of former students to attend AMES • High level of success, but room for refinement and improvement • Focus on INDIVIDUAL students • Building Efficacy, Confidence, Supporting - Taking Risks, Resiliency, Motivation, Persistence • Relationships is key to everything we do • Through these relationships, students will rise to the level of rigor and expectations that we set for them • In class • School Wide - Consistency • Graduation Requirements • Relevancy

  13. AMES & Crucial Conversations • Do you feel recognized as an expert in your area? • Do you feel your expertise and gifts are sought and respected? • How do you measure success as a teacher? • How do we measure success school wide? • What is the role of the faculty beyond being an educator for students? • What is the role of the Principal & Executive Director? • What are ways you feel valued as a professional? • What behaviors demonstrate to you that you are valued and supported? • What is your philosophy of teaching?

  14. AMES – Rigor • How do you define rigor within your classroom? • Are there different levels of rigor depending upon the student? • How do we define rigor as a school? • How is rigor defined by the research and literature in our field? • Current Belief Statements (as defined by goals/indicators) • Common Core • How do we best prepare across the curriculum span? • How do we best support L.A. and Math elements in other curriculum/classes? • ACT Series • AP • Graduation • Regents’ Scholarship Curriculum Requirements

  15. AMES - Relationships • What does this mean to you? • How do we continue to build strong cohesive relationships, yet, supporting rigor? • How do we continue to foster the culture of peers motivating and influencing other peers? • Current belief statements (as defined by goals/indicators)

  16. AMES - Relevancy • What does relevance mean to you at the classroom level? • Relevancy school wide? • Relevancy beyond graduation at AMES? • Critical importance of internships… • Critical importance of senior capstone projects… • College planning… • Career planning… • Advisory…

  17. AMES – DRSL #1 • Communication

  18. AMES – DRSL #2 • Critical Thinking

  19. AMES – DRSL #3 • Civic Engagement

  20. AMES

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