High Schools That Work
- ACT “2007 College Readiness Award”
SENIOR PROJECT – Raising Expectations
Beginning with the Class of 1997, all seniors are required to complete a Senior Project in order to graduate. The Senior Project consists of an issues-based research paper, a product (produced under the direction of a professional mentor with a minimum of 15 hours work) and a presentation to a community group. The paper must be seven to twelve pages in length, not including works cited or works consulted. The paper explores some aspect of the issue-based topic and must include an interview with someone in the topic field. In addition to this primary source the paper requires a minimum of four secondary sources. The product may be a physical object created or worked with (ex: sculpture, car engine, china cabinet), an issue-oriented project where a student takes action (survey, holding an assembly, or putting on an event), or a skill learned (scuba diving, learning to play an instrument, ballroom dancing) The product must be completed under the guidance of a mentor who is an expert in the field. The mentor can not be a family member, an employer, under the age of 21, or a high school faculty/staff member. The final step in the process is the Senior Boards occurring the first week in May. Seniors come in professional dress, with visual aides, and make a 7-10 minute speech to faculty and community members. During the entire process the students document all phases of the project and compile a portfolio of their project.
C.H.A.T. (Cooper High Advisory Teams) – Quality Guidance and Advisement
All students are placed in a mixed grade advisory team that they stay with for their four years in high school. The faculty advisor also stays with the group for the entire time. Teams meet every three weeks to discuss Character Counts issues and academic issues. The faculty advisor checks grades every three weeks and works with students needing help.
Pathways Program – Rigorous Academic Courses
The purpose of the Pathways Program is to set a high academic standard for all Accelerated (ACC), Pre-Advanced Placement (Pre-AP) and Advanced Placement (AP) courses. Accelerated, Pre-AP, and AP courses are designed based on the assumption that participants have acquired a level of proficiency beyond basic reading, writing, and study skills. Therefore, the instructional emphasis in these courses will be on analysis and the higher-order thinking skills as well as on more complex levels of structure and style in composition. It is necessary to meet the rigorous academic need of the advanced and accelerated students and, at the same time, preserve the integrity of the AP curriculum program. Accelerated, Pre-AP and AP courses are offered in the core curriculum for all grades. Enrollment is by parent and student choice, but a student may not drop the course and can be removed if his/her grade falls below a 70. After attending an orientation parent and child sign a contract stipulating that they will follow the guidelines of the program.
