Executive Director , Unity Middle College 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 Gateway to College MCHS within a comprehensive school Varied grade levels served nationwide (9-13th) 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 school-within-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? Beginning course details and/or books/materials needed for a class/project.

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 solution-focused approaches to student support Cultivated small learning community among students to increase their academic and social integration into the college environment

Innovative Teaching HS teachers and college instructors teach respective classes with collaboration between institution 21st 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 Creation of a MCHS Family at school

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 support through challenges

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 Disproportionally impacted subgroups

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

What are your questions? 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