1

Ann Arbor Public Schools

Committee Report

February 27, 2013

on the following topics:

High School Start TimesIn-District Transfers at the High School Level

Schools of Choice Options at the High School LevelSemester and Trimester Academic Scheduling Structures

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Executive Summary

• Originally, the High School Start Times Committee was formedto review the feasibility of a later start to the school day at thehigh school level

• Review was requested by the Ann Arbor Public Schools Boardof Education following a report on this topic, which waspresented in the spring of 2012

• This committee included parents, community leaders, buildingprincipals, and central office staff members representinginstruction, finance, and human resources.

• District wide Department Chairs were also used as key resourcesto the committee

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Executive Summary

• The committee spent time reviewing the literature and research findingson this topic

• Researching and communicating with school districts that have moved tolater start times at the high school level

• The research does indicate some positive outcomes related to later starttimes

• The logistics of implementing such time adjustments are challenging andcan be costly in tiered transportation systems

• Only way to move to later start times at the high school level withoutincurring additional transportation costs is to adjust elementary and middleschool times simultaneously

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Executive Summary

The Board of Education also requested review of the following topics:

• In-District Transfers at the High School Level

• Schools of Choice Options at the High School Level

• Semester and Trimester Academic Scheduling Structures

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Executive Summary

• Scope of this Committee’s Work broadened, it was importantto include information from the District-Wide DepartmentChairpersons

• The District Department Chairs are not only teachers, but theyprovide systemic leadership and work closely with teachers inall of our middle and high schools

• Instructional Services Staff members also serve as keyresources to help provide comprehensive information for theBoard of Education

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Executive Summary

The topics discussed in this report are all a part of core instructional programs. In the bigpicture of trying to reduce the district’s general budget by approximately 17-20 milliondollars, there are no longer any “low hanging fruit” options. The items being costed out:

• Reducing Teaching Staff• Eliminating Reading Intervention Teachers• Reducing Counselors• Moving Roberto Clemente Alternative Program to Pioneer• Eliminating 5th Grade Instrumental Music• Decreasing Media Staff• Elementary Principal Sharing• Eliminating District Funding of Theatre• Reducing District Funding of Athletics• Eliminating 7th Hour• Moving Skyline to a Semester Schedule• Eliminating Block Scheduling at Community

all impact core instructional programming. Due to inadequate funding from the State ofMichigan, Ann Arbor Public Schools is entering yet another year of very challengingbudget decisions.

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Executive Summary

The goal of this report is to provide comprehensive information tohelp facilitate the Board of Education’s decisions regarding budgetreductions for the 2013-14 school year

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Executive Summary - Potential Next Steps(December 2012 Meeting)

• Survey students, parents, and staff to get measurable data from stakeholdersregarding high school start times, as well as changes at other levels

• Adjust High School Start Times by at least 15 minutes, as well as middle andelementary start times after surveying parents and other stakeholdersregarding impact

• Offer a limited number of space available in-district transfers at Huron andPioneer to incoming 9th graders

• Consider Schools of Choice Options at the high school level afterimplementing and reviewing the impact of in-district transfers

• Currently, the committee has not made a recommendation regarding thesemester and trimester structures. However, the committee highlighted theinstructional and systemic challenges of maintaining two of the District’scomprehensive high schools on semesters and one on trimesters

• Continuation of the current schedule structure requires close examinationgiven the current budgetary constraints

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High School Start Times

• The Committee was established in the fall of 2012 by Ann ArborPublic Schools to explore the options, as well as the implications,for shifting high school start times

• Have made changes to high school start times based on sleepresearch findings about teenage sleep patterns

• Found that there are some positive outcomes in students’academic performance, mental health, as well as overall health

• Change to later start times challenging for a variety of reasons,such as transportation, athletic schedules and childcarearrangements

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High School Start Times

• Need to change elementary start times in order to facilitate bussesthat serve both elementary and secondary schools

• A change to the elementary start time could disrupt familyschedules with little or no benefit for elementary students

• Other concerns include the impact on after-school child care ofyounger siblings by teens and the impact on athletics

• Another major concern is the financial impact to the change inhigh school start times. The change would have a significantimpact on our current three tier bussing system

Challenges

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High School Start Times Parent Survey Results

• Parent results indicate:– A desire for start time adjustment increases the grade level increases– Current High School start times are too early– Current Middle School start times are just fine, but could be too

early– Current Elementary School start times are just fine– There was a low negative impact to the proposed 15-20 minute start

time in all categories surveyed.– Responses show a highest concern with Parental Work hours;

Conflicts with clubs and activities; Difficulty with morningtransportation; and Conflicts with sports practices and games.

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High School Start Times Student Survey Results

• Student results indicate:

– Mostly secondary students took the survey.

– Transportation to and from school for the majority of therespondents was a car followed closely by school bus.

– The proposed adjustment of 15-20 minutes would have a positiveimpact on Morning Meal, Amount of Sleep, Being on time forthe start of school, and attention during school.

– The proposed adjustment of 15-20 minutes would have anegative impact on After School Activities, School Athletics, andEmployment.

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High School Start Times Staff Survey Results

• Staff results indicate:– Responses indicate staff currently working at the High School Level

would prefer the adjustment.– Responses indicate staff currently working at the Elementary and Middle

School Level would prefer to maintain the current start and end times.– The proposed adjustment of 15-20 minutes would have a negative

impact on After School Activities, Work hours, and After school childcare.

– Respondents were evenly spread across the three comprehensive HighSchools and across grade levels.

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Committee Recommendations

There would be some benefit to adjusting the high school start times by 15 minutes.However, in order to do this in a cost neutral manner within the current 3 tieredtransportation system, this adjustment would need to occur at the elementary and middleschool levels as well. It was the committee’s perspective that a 15-minute adjustmentwould not be very disruptive in terms of athletic schedules and other after schoolactivities. It is also important to note that some committee members felt that a 30 minutelater start at the high school level would have more significant impact in terms ofadolescent sleep research. This point raised a concern about middle and elementaryschools getting out too late.

Therefore, the committee recommends the following:

• No change to elementary start times

• No change to middle school start times

• If there is an opportunity to adjust high school start times, in a cost neutral manner, by atleast 15 minutes, the committee would support this action.

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• A Board of Education Policy 5100.R.01 has been in place thatallows for space available transfers at the elementary andmiddle school levels

• The District computes each building’s capacity and determineswhich buildings will have space available for the followingyear

• A window for applications is opened in the spring of the priorschool year of enrolling

• All applications are considered at the end of the window. If aschool cannot accommodate all of the requests, a lottery is held

In District Transfers

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In District Transfers

• At the time this policy was put in place, the comprehensivehigh schools were large and did not have space for additionalstudents from outside of their school attendance area

• Huron and Pioneer were not included in this policy

• During redistricting it was decided that the district would waituntil Skyline had all 4 years enrolled before considering in-district space available for the comprehensive high schools

• The High School Start Times Committee was also charged withmaking a recommendation regarding opening the high schoolsbased on available space

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In District Transfers

The following recommendation was presented at the December 12, 2012 Board of EducationCommittee of the Whole Meeting:

Committee RecommendationTo offer a limited number of space available transfers at Huron and Pioneer High Schools. Thenumber of spaces was not determined by the committee, however we are suggesting aminimum of 25 students per high school (Huron and Pioneer). If more apply than the numberwe determine, a lottery would be held.

Since this meeting and recommendation, the following has occurred:• A window was established for In-District Transfers• The In-District process and application forms sent to parents and community are included

in the Appendix• The district received 81 requests for in-district transfers• Fifty in-district transfers were granted per this recommendation• A lottery was conducted since there were more than 50 requests. Listed below is an

analysis of the received requests:

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In District Transfers

Space Available In-District Transfer ResultsBelow are the results from the 9th grade Space-Available In-District Transfer applicationsduring the window January 7 to February 7, 2013. The application offered 25 spaces atHuron and 25 at Pioneer.

Requested

School

Huron Home

School

Pioneer Home

School

Skyline Home

School

Total

Huron 8 23 31

Pioneer 25 25 50

Total slots requested 81

Number of slots allocated 50

Waiting List 31

Based on the number of applications exceeding 25, a lottery was held and parents are beingnotified. Enrollments for high schools for Fall 2012-2013 are:

Huron - 1611Pioneer - 1651Skyline - 1501

Community - 473Clemente - 86A2 Tech - 117

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• A large number of requests (48) were received to transfer fromSkyline. As a district, we need to closely examine the trend ofdeclining enrollment at Skyline

• Although it is important to provide in-district options for families atthe high school level, and possibly schools of choice options as well,it is equally important to factor in staffing implications

• Staffing implications would include possible transfers as well as theneed to add staff as a result of in-district transfers or schools of choiceoptions

Future Considerations and Concerns

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Schools of Choice

• The first year, a limited number of slots were identified atKindergarten, Grade 1 and Grade 6

• The second and third year, slots were identified forKindergarten through Grade 6

• Currently, 200 students are enrolled under this option in GradesK-8

• Board of Education is required to approve the option of Schoolsof Choice for each school year

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Schools of Choice

The following recommendation was presented at the December 12, 2012Board of Education Committee of the Whole Meeting:

Committee RecommendationStudy the impact of offering in-district transfers at the high school levelbefore recommending the Schools of Choice Option

Since this meeting and recommendation, the following has occurred:An analysis of the In-District Transfers has been submitted as a part ofthis report. Based on this data, the following information should beconsidered:

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Schools of Choice

• Ann Arbor Public Schools students who requested in-district transfersexceeded the stated allocation by 31. It may be problematic to open Schoolsof Choice enrollment when we have been unable to meet the internalrequests

• Increasing the number of In-District slots may require additional staffingcosts

• Although there is a trend of declining enrollment at Skyline, it is importantto carefully weigh the implications of only opening one of thecomprehensive high schools as a Schools of Choice option

• The Administrative Team would recommend continued monitoring andimplications of the in-district transfers at the 9th grade level for the 2013-14school year before opening schools of choice options. The impact of therecent availability of in-district transfers at the 9th grade level for 2013-14 isstill unfolding. These implications must also include decisions regarding theOptions Programs

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Semester & Trimester Academic Scheduling Structures

• Provide a consistent schedule for all three comprehensivehigh schools

• Cost savings yielding approximately $300,000

• Studying the systemic impact of two of the comprehensivehigh schools on a semester schedule, while onecomprehensive high school is on a trimester schedule

The High School Start Times Committee was also asked to study theimpact of moving Skyline to a two-semester schedule.

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Semester & TrimesterAcademic Scheduling Structures

72 minute classesSkyline High School5 Period Day

Trimester Structure

56 minute classesPioneer High School6 Period Day/with a 7th Hour Option

56 minute classesHuron High School6 Period Day/with a 7th Hour Option

Traditional Semester Structure

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Cost Analysis Information

Fall 2012

Enrollment

Total

Additional

(cost diff x

Skyline

Enrollment)

Community 473 28.3 $100,000 $2,830,000 $5,983.09

Huron 1,611 78.84 $100,000 $7,884,000 $4,893.85 $102.81 $154,324.02

Pioneer 1,651 78.4 $100,000 $7,840,000 $4,748.64 $248.03 $372,295.58

Skyline 1,501 75 $100,000 $7,500,000 $4,996.67

2012-2013

FTE

Average

Teacher

Salary/

Benefits

Total Building

Cost (Salary/

Benefits x

FTE)

Cost Per

Student

Cost Per Student

Difference between

Skyline &

Huron/Pioneer

*FTE includes all Instructional Teachers/Counselors/Media Specialists**FTE does not include SISS staff

In reviewing staffing allocation information, the trimester structure is morecostly to run than the semester structure. Listed below is a comparativestaffing analysis among the high schools.

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Classroom Sizes By School Fall 2011 & Fall 2012

Skyline Fall 2011 Fall 2012

26.0 17.0

Huron Fall 2011 Fall 2012

43.0 42.0

Pioneer Fall 2011 Fall 2012

48.0 51.0

Community Fall 2011 Fall 2012

36.0 38.0

*Includes core classes plus World Language classes only.

% Classes* Exceeding 30 Students

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Semester & TrimesterAcademic Scheduling Structures

• Although schedule modifications are used as a reform to improvestudent outcomes, little empirical research on the consequences ofalternative schedules has been conducted

• The literature has been dominated by anecdotal reports

• Most importantly, a review of the literature shows that positiveand negative outcomes are dependent on how teachers make useof academic schedules

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Semester & TrimesterAcademic Scheduling Structures

Systemic Impact of Running Two Different Academic Schedules in theComprehensive High Schools• District-wide department chairs have the opportunity to work collaboratively with all middle and

high school teachers in their respective content areas

• Highlight the systemic impact of running different instructional schedules in the comprehensivehigh schools

• Critical to capture as many perspectives as possible regarding each area discussed within the report

• Important to carefully examine each point of view from a systemic frame of reference

• Every school, group, or instructional area being reviewed /costed-out will passionately speak to theimportance of maintaining their current program

• Unfortunately, the District has to reduce the budget by $17-$20 million,from a systemic perspective that has the least impact on instructional programs

• As you read the impact statements, you will notice some conflicting statements, themes, andcertainly appreciate the diverse perspectives

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Impact: Science

• Determining the impact of having two different schedules for our comprehensive highschools is a challenge when considering the question from the science perspective

• Additional variables between the buildings that extend beyond schedule and calendar• Offer a unique sequence of courses at Skyline High School relative to Pioneer and Huron

High Schools• The course sequences at Skyline integrate content from the various science disciplines• Differences and any challenges associated with those differences can be attributed to both

the scheduling differences and the course sequence differences• For example, common assessments are not administered at the same time intervals, but even

if they were, identical assessments could not be administered because the students takeunique courses with unique content organization

• The most significant impact of using trimesters in one building, but semesters in others isthat students at Skyline can earn the minimum three credits needed for science in two yearsrather than three years

• The trimester scheduling in combination with 70-minute class periods makes it possible toaddress the equivalent content in two trimesters that the other buildings address over thecourse of the year

• Allow students to take additional science electives including magnet courses, but alsoprovides more flexibility for remediation of failed courses

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• The impact of administering common assessments at different time intervalsdoes make it a challenge to schedule coherent conversations about theoutcomes. When a group is ready to analyze outcomes, another group mighthave already have had this conversation about their data, and be ready to shifttheir focus to another topic. This dampens collaboration around developingimproved assessments and sharing effective instructional practice

• The science teachers across the district do collaborate during the commonprofessional development days and during the monthly district-wide contentmeetings

• Additional opportunities for curriculum work or district-wide professionaldevelopment on early release days is stifled due to the unique schedulesbetween the buildings

• Coherence and collaboration during the commonly scheduled sessionscertainly has room for improvement, and having some common threads suchas common exam intervals might help

Impact: Science

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Impact: Mathematics

• Majority of math courses require two terms to complete

• Students attending Huron and Pioneer have the opportunity to take amath course every term

• Majority of students at Skyline end up without a math class for onetrimester (12-weeks)

• Criteria used to determine credit for a math course is the same at thesemester schools; criteria not the same at the semester schools andtrimester schools

• Course Credits: It has taken time to figure out to compile thisinformation for state reports

• Professional Development and Common Assessments: Skyline mathstaff participates in District PD and assesses their students on thesame standards as the other high schools

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Impact: Social Studies

• Running two separate systems in our secondary buildings does not affect thescheduling of social studies classes available to students

• Not facing problems receiving any of the required classes that they need in orderto meet the graduation requirements

• Grading practices among the schools has also not been impacted• District common assessment weights and the district grading policy is in place at

all of the high schools• The administering of the district common assessment does become more difficult

due to the dual format system• Our trimester schools administer the assessment much earlier than the other

buildings making conversations revolving around data more difficult• Reviewing and revising of common assessments is also more difficult in the dual

format system

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Impact: Social Studies

• Running a two format system is challenging when faced with theimplementation of district wide goals and policies

• Could run even more effectively if all schools were on the same formatDistrict wide goals and policies could be implemented more efficientlythrough all of the building

• Collaboration among teachers across the district would improve

• Movement of students from one building or classroom to anotherwould not be impeded

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Impact: English Language Arts

• Initiatives have been led and implemented by teachers and leaders in all of ourcomprehensive high schools

• Great deal of progress toward program consistency in our comprehensive highschools

• Existence of two separate schedule structures, trimester and semester, haslimited progress toward consistency in the areas of common assessment andprofessional development for English Language Arts

• Through collaborative scoring, teachers at Pioneer, Huron, Clemente, and AnnArbor Tech are able to benefit from each other’s insight and reflection

• Because Skyline teachers are on a different schedule, they are not able toparticipate in this cross-school conversation

• They do benefit from a similar conversation within their own staff but wouldgain more (and offer more) by participating with the entire ELA teaching staff

• To some extent the existence of two separate schedule structures, trimester andsemester, has limited progress toward consistency in the areas of commonassessment, and professional development for English Language Arts

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Impact: Online Program

Number of online enrollments from fall 2012 and winter 2013 has beensummarized in the table below.

• Offers online courses to all high schools students in the District using the semesterformat

• Obstacles that would require additional staffing to implement• PowerSchool - deadline for semester grades does not match with the grading periods

for trimester courses• Too time intensive and costly to run both formats

Skyline has the highest level of enrollment in online courses and thus requiresmore resources than the other two comprehensive high schools

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Impact: Online Program

• Scheduling does have a direct impact• Inefficiencies of running online courses in a semester format and trimester

format prevent the program from offering courses in both formats• Schools associated with taking online courses follow the semester format

because of the added costs due to increased demand of students that are on atrimester schedule

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Impact: Visual and Performing Arts

• Scheduling conflicts with AP courses running 3 trimesters result in studentshaving gaps in their instruction where they can enroll in the first trimester,but not the second or third trimester

• Students on trimesters are at a disadvantage if they are unable to schedulemusic for any trimester. Michigan Band and Orchestra Association as wellas Michigan State Vocal Music Association require students to be enrolledin their school music programs to participate in events such as Festivaland/or Solo and Ensemble

• Community students who want to enroll in Band/Orchestra/Choir at theirhome school (Skyline), are unable to do so because the beginning andending dates of semesters and trimesters makes it impossible for studentscheduling. Students at Community, therefore, need to takeBand/Orchestra/Choir at Huron or Pioneer

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Impact: Visual and Performing Arts Cont.

The following tables demonstrate student enrollment in music offerings at all threecomprehensive High Schools:

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Impact: World Language

The trimester schedule is not conducive to learning languages the way it is currentlydesigned. The longer class periods are great, but the long gaps (3, 6, 9 months) betweenlevels means students retain much less every year, making it very difficult for teachers tokeep pace with the normal pacing guides for each level.

In addition to the problem of information retention, the scheduling for non-Spanishclasses can be disruptive.

• Students may go a year in between the A and B terms due to scheduling issues withSLCs, magnets and core classes. This causes the need to re-teach the previous levelto get the kids back up to speed

• Students are often switched from the language they chose to another one due toscheduling conflicts SLCs, magnets and core classes

• Several students have been lost over the years because the counselors did not (orsometimes could not) schedule them correctly resulting in starting over in level oneof a different language simply because it was offered in the hour they had open. Thismakes it much more difficult to run upper level classes (4AC/5AP) because ournumbers dwindle even more than usual

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Impact: Career and Technical Education

• Many CTE programs available are impacted by the semester and trimesterschedules

• Some programs share students from different schools; causing frustrationwhen teachers have to work with different exam schedules and half-dayprofessional development schedules

• The ability to coordinate these offerings between buildings would bebeneficial for students and staff

• We should align with the most cost effective schedule and most importantlycoordinate schedules among all the comprehensive high schools

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Impact: Guidance and Counseling

• Strengths• Some Skyline counselors applaud trimesters for offering:

• More credit per year• More remediation opportunity• More course selection per year• Skytime is 35 minutes/week for more than academics (counselors would

appreciate access to this time for counselor curriculum)• Challenges

• Counselor Workload• Scheduling is difficult for counselors, students and families• Split or Dual Enrollment is problematic

• Skyline students cannot easily split enroll with PHS, HHS or CHS and viceversa with trimesters

• Dual enrollment is also nearly impossible as Eastern Michigan, Universityof Michigan and Washtenaw Community College are operated on semesterswhich do not overlap with trimesters

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Impact: Guidance and Counseling

• Transfer in credits and transcripts are problematic• Ultimately, grades need to be transferred by hand

• Dual operation in the same district is problematic• Off and On-Again is a learning challenge• Teacher switching is problematic

• When this is the case, students and parents ask for schedule changes.

OverviewFrom the counselors’ perspective, trimesters offer some learningadvantages and some disadvantages. From the use of counselor time,scheduling classes is more complicated and takes far more time, thereforenegatively affecting the overall Comprehensive Guidance and CounselingCurriculum.

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Impact: ITD

ITD staff are required to program systems to run in multiple systemconfigurations simultaneously. This is labor intensive to support and resultsin obstacles of inefficiencies for Scheduling and Student Accounting

Student Accounting:• The Information Technology Department (IT), which supports the student

information system, PowerSchool, experiences some issues with bothtrimester and semester structures within PowerSchool.

• Scheduling and grading windows are not simultaneous for both structures

• For students transitioning between trimester-based and semester-basebuildings during the same year, there have been documented errors ontranscripts

• Transcripts are more difficult to compose and read

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Impact: ITD Cont.

Scheduling:Scheduling support is required on two scheduling windows once forsemesters and twice for trimesters

• All trainings for trimester buildings are separate to accommodate thedifferences in timelines and data entry points

• Master scheduling to accommodate district level resource sharing is achallenge when dates and times are not consistent among the schools

Parental Communications:The PowerSchool Parent and Student Portals are unable to display the'opposite' scheduling term for students who split between buildings. Theavailable terms to display is based on the student's primary building

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Skyline Impact Student

• Incredible Opportunity• Another excellent program in AAPS• Economic Climate is vastly different• Impact of moving Skyline to a semester structure• Effective Instruction

• Mastery Teaching• Longer Class Periods• Accelerated Science Classes• AP US History• Professional Development

• Personalized Learning• Credit Recovery• Student Advisory Program/Skytime

• Magnet Programs• Challenge to schedule four Magnet Programs in a six Period Day

• Need 7th Period Option• Unique Characteristics of Skyline

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Professional Development Calendar

Skyline Huron Pioneer Community

District PD Full Day:

August 28-30 X X X X

November 6 X X X X

January 29 X X X X

PD Partial Day:

September 26 X X

December 5 X X X

March 20 X X X

April 24 X X X

May 8 X X

Skyline PD Full Day:

October 11 X

January 28 X

May 2 X

Skyline Huron Pioneer Community

Report Writing Day:

November 29 X

January 28 X X X

March 18 X

Ann Arbor Public SchoolsHigh School Professional Development (PD) Opportunities

2012-2013

Enrollment

07/08 08/09 09/10 10/11 11/12 12/13

Clemente 86 101 79 86 90 86

Stone/A2Tech 201 171 133 132 127 117

Community 467 466 481 489 477 473

Huron 2,099 1,946 1,779 1,628 1,604 1,611

Pioneer 2,831 2,494 2,269 1,910 1,620 1,651

Skyline 421 868 1,228 1,523 1,501

Enrollment Over Time

From

Huron

From

Pioneer

Non-

Resident

Skyline Total

08/09 70 52 2 297 421

09/10 46 59 3 336 444

10/11 42 41 2 320 405

11/12 19 34 3 286 342

12/13 28 40 5 328 401

Open Enrollment for 9th Grade at Skyline

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Ethnicity By SchoolFall 2012

School

Total

Skyline 7 0.5% 836 55.7% 44 2.9% 254 16.9% 160 10.7% 31 2.1% 143 9.5% 26 1.7% 1501

Huron 7 0.4% 687 42.6% 94 5.8% 288 17.9% 300 18.6% 78 4.8% 123 7.6% 34 2.1% 1611

Pioneer 6 0.4% 955 57.8% 54 3.3% 216 13.1% 245 14.8% 40 2.4% 112 6.8% 23 1.4% 1651

Community 0 0.0% 357 75.5% 23 4.9% 22 4.7% 24 5.1% 2 0.4% 39 8.2% 6 1.3% 473

Asian Middle Eastern Multi-Ethnic Other

Native

American Caucasian

Hispanic or

Latino

African

American

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Economically Disadvantaged StudentsFall 2012

School 9 10 11 12 Total Enrolled Percent

Skyline 77 63 69 82 291 1501 19%

Pioneer 88 98 54 60 300 1651 18%

Huron 121 134 94 89 438 1611 27%

Community 11 13 17 8 49 473 10%

Clemente 18 15 19 12 64 86 74%

A2Tech 0 11 28 23 62 117 53%

Total 315 334 281 274 1204 5439 22%

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Special Education StudentsFall 2012

School 9 10 11 12 Total Enrolled Percent

Skyline 48 41 36 33 158 1501 11%

Pioneer 41 37 35 51 164 1651 10%

Huron 49 30 38 32 149 1611 9%

Community 11 9 15 11 46 473 10%

Clemente 11 7 8 10 36 86 42%

A2Tech 2 8 18 7 35 117 30%

Total 162 132 150 144 588 5439 11%

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Michigan Merit Exam (MME) By SchoolSpring 2011 & Spring 2012

52

Michigan Merit Exam (MME) By School Spring 2011 & Spring 2012

53

ACT By SchoolSpring 2011 & Spring 2012

54

Percent of Students Enrolled in At Least 1 Advanced Placement (AP)Course

Semester 1/Trimester 1

Note-Skyline did not have 12th grade students in 2010/11

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AP Course Offerings By Building2012 - 2013

Course Name Huron Pioneer Skyline

English 11 AP X X X

English 12 AP X X X

Calculus AB, AP X X X

Calculus BC, AP X X X

Statistics AP X X T1 T2

European History AP

Macroeconomics AP S1 S2 T2

Microeconomics AP S2 T1

U.S. History AP X X X

U.S. Government AP S1 S2 S1 T1 T2

Biology AP X X X

Chemistry AP X X X

Physics AP X X X

Chinese Mandarin AP X

French AP X X

German AP X

Latin AP X

Spanish AP X X X

Music Theory AP X

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Grade 12 Number of Advanced Placement (AP) Exams Taken andPassed

Students Enrolled in 2011-12

These are the number of AP exams for 12th grade students enrolled in the 2011-12 school year thattook exams anytime throughout their four years in high school.

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Graduation Rate By SchoolClass of 2012

• Community - 97.35%

• Huron - 88.70%

• Pioneer - 95.26%

• Skyline - 94.44%

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Graduation Rate By SchoolClass of 2012

Total

Students

Am Indian/

Alaskan White

Latino or

Hispanic

African

American Asian

Native

Hawaiian

Two or More

Races

Econ.

Disadvan. Special Ed. Total

Community 0 93 2 6 4 0 8 10 22 113

Huron 0 161 32 66 71 0 15 79 29 345

Pioneer 0 238 13 49 62 0 18 61 30 380

Skyline 1 229 19 64 35 0 30 80 37 378

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State of Michigan School Report Card

AYP Status (Adequate Yearly Progress) is a measure defined in the federal No ChildLeft Behind Act (NCLB) to hold schools and districts responsible for studentachievement in reading and mathematics based on state assessment results. AYP mustbe met for participation, achievement for the school as a whole, and for each studentsubgroup in which 30 or more students are enrolled.

AYP for

Reading

AYP for

Math

AYP

Overall

Phase

Reading

Phase

Math

NCLB

Phase

Community

2009-2010 A Yes Yes Yes 0 0 0

2010-2011 A Yes Yes Yes 0 0 0

2011-2012 A Yes Yes Yes 0 0 0

Huron

2009-2010 A Yes Yes Yes 0 0 0

2010-2011 A Yes Yes Yes 0 0 0

2011-2012 B Yes Yes Yes 0 0 0

Pioneer

2009-2010 A Yes Yes Yes 0 0 0

2010-2011 A Yes Yes Yes 0 0 0

2011-2012 A Yes Yes Yes 0 0 0

Skyline

2009-2010 A Yes Yes Yes 0 0 0

2010-2011 B No No No 0 0 0

2011-2012 B Yes No No 0 1 1

NCLB PhaseAYP StatusEd Yes!

Composite

Grade

School

Year

60

7th Hour Option

Building Grade AP COE/Work OL/CR Recovery Other Grand

Total

Community 9 1 11 2 4 18

10 1 14 3 3 21

11 1 20 5 6 32

12 1 26 1 5 33

COM Total 3 - 3% 1 - 1% 71 - 68% 11 - 11% 18 - 17% 104

Huron 9 3 5 39 47

10 32 3 11 6 49 101

11 36 3 7 5 7 58

12 19 11 2 8 7 47

HUR Total 87 - 34% 20 - 8% 25 - 10% 19 - 8% 102 - 40% 253

Pioneer 9 3 13 3 36 55

10 33 10 5 7 44 99

11 27 5 7 5 13 57

12 59 32 14 6 8 119

PIO Total 119 - 36% 50 - 15% 39 - 12% 21 - 6% 101 - 31% 330

Grand Total 209 - 30% 71 - 10% 135 - 20% 51 - 7% 221 - 32% 687

NOTES : AP-students with at least one AP course

COE/Work-students with COE/work after school

OL/CR-students with at least one online or CR course (no AP courses)

Recovery-students enrolled in at least one recovery or Read 180 course

Other-students not in the categories listed above

2012-13 Semester 2 Enrollment

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7th Hour Option Cont.

• Future Considerations and Concerns:– Not recommend moving Skyline to a semester schedule &

eliminating 7th hour at the same time.– District would not incur additional costs by moving Skyline to a

semester schedule.– Students may be able to capture similar credit in a more cost

efficient manner by using technology for some 7th hour classes.– If both semester and trimester academic schedules are

maintained, the elimination of 7th hour would further increasethe difference between Skyline & Huron/Pioneer in theopportunities for additional classes/credits.

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• Respondents were evenly spread across the three comprehensiveHigh Schools and across grade levels.

Semester/Trimester Schedules for ComprehensiveHigh Schools Survey Results

PercentageNumberPercentageNumberResponded

71%123629%3551471Skyline

16%24584%14731715Pioneer

15%24685%13601606Huron

Prefer TrimestersPrefer Semesters

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Recommendations

The committee, as a group, did not formulate a consistent recommendation, but offerthe following for consideration:

• Review ways to achieve the cost savings within the trimester structure

• Look for cost savings in non-core areas

• Prioritize cuts and look at other options, such as working with the community toraise funds, looking at split enrollment costs, and transportation costs

Administration’s Recommendation

As a school district we are getting strong results from both the semester andtrimester schedules. Research supports both structures. This topic is primarily beingexamined as a potential cost savings during the fiscal restraint of reducing thedistrict’s budget by $17-$20 million.

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Recommendations

Administration’s Recommendation (continued)

Educational findings indicate that both structures can exist side by side, but there arelimitations, which include additional resources. The systemic challenges ofoperating two different academic schedules in the comprehensive high schools isproblematic and should be reconsidered.

The Fiscal implication of moving Skyline to a semester schedule would besignificant in closing the $17-$20 million budget deficit. In fact, supporting onestructure can capture additional cost efficiencies.

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Conclusion

• The goal of this report was to provide comprehensive informationregarding semesters and trimesters in our school district from avariety of perspectives!

• Certainly any deviation from current practice would include workingclosely with the appropriate stakeholders to develop action plans.

• Particularly in a challenging economic climate it is important to makesure the school district is systematically positioned for maximumleverage of all resources.

“Coming together is a beginning; keeping together is progress; workingtogether is success.”

Henry Ford