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7.  Which schools will get which programs?
The high school academies are being implemented using a phased-in approach.  Schools have been selected for particular academies based upon the school's proposal, community interest, staff capacity, and building capacity.

8.  Why won’t some of the academies be replicated in all of the 5 clusters?
A few programs will only be offered in the Northern and Southern areas of the County, as opposed to each cluster, due to the expense of operating that particular program (e.g., Visual and Performing Arts).  All programs will have the same entry criteria regardless of cluster or school location of the program. 

9. What is the relationship/difference between the Career Academies and CTE programs?Career academies differ from traditional academic and vocational education because they prepare high school students for both college and careers. Academics provide broad information about a field such as health care, finance, engineering, media, or law. They weave the themes into academic curricula that qualify students for admission to four-year colleges or universities.

Studies have found that students in career academies perform better in high school and are more likely to continue into postsecondary education, compared to similar students in the same schools. After assessing the most extensive, longitudinal study yet on academies by MDRC, William Raspberry, of the Washington Post, succinctly wrote, "The magic, apparently, is in the combination of linking academics to job prospects and the intensive involvement of adults." 

10.  Will the boundaries change?
It is not currently contemplated that high school boundaries will change. Instead, high schools are divided into five (5) clusters based upon geographic location (and other factors). The programs offered in each cluster are based upon parent and community feedback. This model enables students to have better access to high school academies. 

11.  Is SSR an effort to move kids out of their boundary school?
SSR is not about getting kids out of their boundary school.  It’s about getting kids interested in going to school.  Students will stay in school if they are involved in a program that is of interest to them and if they have meaningful relationships with their teachers.  The Academy model provides students with relevant coursework and a personalized experience. 

12.  Will all students that live within the boundary of a cluster attend a school within that cluster?
Yes, all students will attend a school within their cluster with the exception for students that are enrolled in one of the Science & Technology academies or Visual and Performing Arts.  

13.  Will under-enrolled schools be the first to get academies?
The high school academies are being implemented using a phased-in approach.  Schools have been selected for academies based upon the school’s proposal, community interest, staff capacity, and building capacity.  

14.  Will programs be moved from one school to another?
There are some instances where a program may be moved from one school to another.  Some programs will be or have been moved. Academies are being implemented in schools based on expressed parent, student, community, teacher, and school administrator input. To ensure quality implementation, Secondary School Reform is using a phased-in approach for changing high school programs. Program changes implementation began in SY 2011-2012. All academies will have the same entry criteria regardless of school location of the academy.

15.  Will students receive college-credit?
Many of the academies are designed to provide students with the opportunity to earn college credits. 

16.  Will students complete a culminating project?
Yes, high school students will be expected to complete internships, senior projects, and/or portfolios that reflects their work from grades 9 – 12.  

17.  What is the infrastructure plan to implement SSR (i.e. training, facilities, materials, and resources)?
The implementation of each high school's academies will vary. The training, facility modifications, materials and staffing are based upon the requirements of each program with the academy. 

18.  Will there be a coordinator for each academy?
Existing teachers have been identified as Academy Coordinators for SY 2011-2012 to assist with academy planning for their school and receive additional pay for serving this function. Schools implementing Academies in SY 2012-2013 are in the process of doing the same. 

19. Explain Advisory Boards and the school's role in creating them.Advisory boards provide students with a robust, enriching academy experience related to particular career fields.  Advisory boards bridge schools and communities and are key components of the academy model. Corporate personnel, representatives from institutions of higher learning, representatives from community-based non-profits, local and regional government representatives, and small-business owners offer vast and essential resources that will complete the structure of our career-themed academies. 

The advisory boards also review curriculum, provide experiential learning opportunities and provide professional development.

Members of each school with a related academy are part of the advisory boards. These members represent their schools on the advisory boards.     

20.  Will schools in the Smaller Learning Communities (SLC) Cluster have program changes?
The SLC Cluster will continue to operate according to its implementation plan and grant requirements. 

21.  In the proposed high school cluster model, what will be the transportation policy be for students participating in high school programs and students concurrently enrolled?
It is anticipated that students will be provided transportation to academies located within their cluster. 

22.  How will small schools be impacted by Secondary School Reform?
The high school academies are being implemented using a phased-in approach.  Small high schools will undergo the same process for academy implementation as all other high schools. Schools will be selected for programs based upon the school’s proposal, community interest, staff capacity, and building capacity. 

23.  Tall Oaks, Croom and Annapolis Road Academy are not part of the clusters, why?  How do these schools fit in?  Are these schools being phased out?  Will students stay at these schools versus going back to their schools?
Our Alternative Schools will remain open for students.  The Alternative Schools such as Tall Oaks and Croom are not adopting the Career Academy Model.  In fact, these schools will develop their own strategies for addressing the needs of their populations.  It is our belief that alternative should mean alternative.  That means, our alternative schools should not look and feel like our comprehensive schools. 

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Program Selection Questions 

1.  What will be the number of seats available in each program?
The number of seats available will vary based upon the requirements of each program. 

2.  Will middle school parents and students be informed about the high school programs?
During SY 2009-2010, high school PTA/PTSA presidents were invited to serve on the SSR Parent Advisory Team. In SY 2010-2011, this invitation was extended to middle school PTA/PTSA presidents or their representatives as well. Information is also being provided to all parents on SSR through various media, such as our website and newsletters.  . Currently, members of the Secondary School Reform Strategy Team present at middle school 8th grade nights, PTA meetings and high school interest nights to inform parents and students about the Career Academies. Team members and guidance counselors also present to 8th grade students.

3.  What procedures are in place at the middle schools (before registration) to inform parents/students of the Academy Opportunities?
Secondary School Reform staff attend the 8th grade (high school) nights at our middle schools.  The staff also participated in the PGCPS showcase of schools and in other community events.  Presentations at schools and community events are ongoing.  In addition, marketing materials will be sent to each middle school counselor.  

4.  How can students provide input on their programs of interest?
During SY 2009-2010, a survey on high school program options was provided online. Over 2,000 students completed the survey and provided their input on the programs they would like to see offered in our high schools. The survey results were used to re-design PGCPS’ high school programs.  Students are welcome to give feedback about their academy to their teachers, academy coordinators, and guidance counselors.

5.  What will the admissions criteria be for the high school programs?
The admissions criteria for each program are determined by the Department of Curriculum and Instruction. Most programs will have open-enrollment. All programs will have the same entry criteria regardless of cluster or school location of the program. 

6.  How will students select their academy?  When will students select their academies?
As of SY2011-2012, students were able to enroll in an Academy if offered at their boundary school.  Students will be able to sign-up in the Spring of 2011 for the upcoming year via the 9th grade course request form.  Request forms can be obtained from the high school professional school counselor.  If interest outnumbers available openings, student will be admitted through a lottery process.  It is currently contemplated that once all of the Academies are implemented (projected Fall 2017), 8th grade students will indicate their Academy preferences and be admitted through a lottery process. 

7.  If my first academy choice is offered out of my boundary school, will transportation be provided?
For SY12 and SY13, students will only be permitted to attend an academy if it is offered at their boundary high school.  Transportation will be provided to their boundary school as usual. 

8.  If a student is not accepted into their 1st or 2nd choice academy and is placed in their 3rd choice, but not at their home school, will transportation be provided for the student to attend?
Once the academies are fully implemented, it is anticipated that students will be able to indicate their academy choices.  A transportation plan for all of the academies will be developed with our Transportation Department.  Once a plan is in place, regardless of whether a student receives their 1st or 3rd choice, the same transportation procedure will apply.   

9. Once admitted into an Academy, how should scheduling be completed?
Scheduling is done by the school scheduler and the guidance counselors. There are required courses that students must take at each grade level. Some academy courses require a prerequisite course and must be taken in a particular sequence.

10. Why must some Academy courses be taken in a particular sequence?
Some courses require prerequisites in math, science or other elective courses. The course sequence has been carefully designed by the Division of Academies in conjunction with the Maryland Department of Education, our Advisory Boards and business partners, and with the use of scientific data. You may view the Career Academy brochures with sample program planners on the PGCPS website on the Career Academies page.

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Transfer Questions 

1.  Will a student be allowed to transfer from one academy to another? 
Students can change their completers during their four years of high school.  It is recommended that they do this in consultation with their professional school counselor.

2.  If allowed to transfer academies, do they have to transfer to an academy at their current school or can they choose another school to attend?
At present, a student will only be permitted to transfer between academies at their boundary school.  All program transfers should be done in consultation with a professional school counselor.  The professional school counselor will advise a student whether or not he/she has sufficient time to complete a different academy. 

3. What is the Academy transfer process when a student transfers schools?
Transfer students must meet with their school counselor to determine if they have adequate time to complete an academy offered at their new school along with fulfilling their graduation requirements.

4.  If a student, currently in one academy, i.e. Global Studies, transfers (due to their parents moving), from one high school to another high school that does not have the same academy what happens?  Will the student be allowed to stay at his/her current high school?  Will transportation be provided?  Will the student be required to transfer?
For SY12 and SY13, if a student transfers from one high school to another that does not have the same academy, then the student would transfer to their new boundary school and enroll in whatever programs are available at that school.  Transportation will not be provided to allow the student to remain in their original high school.   If a student is in good standing, current practice allows 12th graders to finish at the prior school. However, transportation becomes a parental responsibility.  If a student relocates in a grade other than 12th and wishes to remain in their Career Academy, SSR and the Office of Student Records and Transfers (OSRT) will evaluate the requests on a case-by-case basis. 

5.  How will a student meet the graduation requirements when transferring from another state (in the 12th grade) that does not offer academies?  Will an exemption apply?
The Career Academies are comprised of elective courses.  They augment the graduation requirements, but do not take the place of the graduation requirements.  If a student transfers from another state, they should consult with their professional school counselor about the credits they need to graduate.  If there is sufficient room in the students schedule to complete a career academy, he/she should do so, but the first priority is assisting the student to graduate on-time. 

6.  What is the process for opting out of an Academy?
Students can opt out of an academy at the end of a school year by not enrolling in the academy course(s) for the subsequent year. Students in Career Academies have a schedule of academy courses that they are to complete.

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Academic Quality Questions 

1.  How do you ensure quality control of each program in each cluster?
The SSR Team will develop the measures to determine the effectiveness of each program. These measures will be used to monitor program quality. 

2.  Will the new programs be staffed with teachers with expertise in the program area?
PGCPS’ Department of Curriculum and Instruction will identify the staff qualifications for each program course. Staff teaching the program course must meet the requirements as identified by the Department of Curriculum and Instruction. 

3.  Will there be equitable programs in all of the schools?
The SSR plan has been designed to have the same programs available in each cluster. However, based upon community feedback, the program offerings in each cluster may not be identical in order to respond to community preference. It is anticipated that a few programs will be offered in the Northern and Southern areas of the County, as opposed to each cluster, due to the expense of operating a particular program. All programs will have the same entry criteria regardless of cluster or school location of the program. 

4.  How does Common Core fit into the academies?
The Department of Curriculum and Instruction is developing a plan to align our entire curriculum in the core content areas with the common core standards.  The same staff is responsible for developing the career academy curriculum (which consists of all elective courses).  Where appropriate, staff will infuse the common core standards from the content areas into the academy curriculum.  In addition, each school's academy team(s) should be meeting regularly to discuss their students as well as how to integrate their core courses with the academy courses.  

5.  Will the Academy model limit the number of electives for students?
The Academy model focuses the electives that a student takes into a program of study.  By completing a program of study, students will have the opportunity to have real-world experiences based on their program, receive a certificate/license, and/or earn college credit.  However, the structure does impact the ability for students to explore other electives.  

6.  How will the SSR changes impact standardized test scoring and improvements in achievement gains?
Through SSR students will have the opportunity to participate in programs of study that match their interests. As a result, students will be engaged in a rigorous program of study that prepares them for the 21st century workforce. 

7. What happens if a student fails an Academy course?
If a student fails a required Academy course, he/she may have an opportunity to take it the following school year. If the course is not a requirement for the Academy certification, the student may proceed to the next course. If he/she does not complete the required academy courses, the/she may not receive a Career Academy Certificate. As long as graduation requirements have been met, the student will still graduate.

8.  How are you going to hold school personnel accountable for the reforms to be implemented?
The Career and Technology Education Office will be responsible for monitoring high school programs to ensure the quality of implementation and that the programs meet expected outcomes.  

9. What support are schools given when they hit a 'bump in the road' while developing or overseeing their academies?
Schools are supported by the Secondary School Reform (SSR) Strategy Team.  The team visits a different school every two weeks to get feedback from staff and address implementation concerns.  If schools have more questions, they should email secondary.reform@pgcps.org.

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Financial Impact Questions 

1.  How are we going to pay for Secondary School Reform?
The SSR Plan has been structured with a phased-in approach over five years. The aspects of the plan that are of little or no cost have been implemented first. For example, the Transition Program for Middle and High Schools (an orientation program that is being presented system-wide for rising sixth, seventh, and ninth grade students that will be entering middle or high school for the first time) currently being offered as a part of SSR did not require system funding. By providing this opportunity to students after teachers returned to school on the “school bus dry-run day”, we were able to provide students with an opportunity to get to know their new school without transportation or staffing costs. 

2.  How do you reconcile these proposals with the recent budget cuts?
In order to fund SSR, the implementation plan is structured with a phased-in approach over five years. In addition, staff has discovered innovative ways to provide students with additional support at little to no cost. Furthermore, PGCPS has applied for, and will continue to apply for, applicable federal grants to fund the SSR plan. 

3.  How will later/higher cost Academies be funded?
The capital improvement costs for the Academies are now included in the District’s 5-Year Capital Plan.  Capital funding began in FY2011-2012.  Operating expenditures will be paid for from the General Fund.  In consideration of current fiscal challenges, the funding for SSR is being phased-in over five years.  

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Special Education Questions  
1.  How are special education students (autism, CRI, intensive, co-teaching) being considered in academies? Co-teaching and intensive classes are double periods as well as Read 180.  If a student is to take at least one academy course during their 9th grade year, how will they be able to take the course?
Several of our 9th graders take double period courses for a variety of reasons.  In these instances, we have recommended school staff to evaluate which non-required 9th grade courses could be taken in a later year of high school.  For example, while students often take Foundations of Technology, Health and Physical Education, and Fine Arts in 9th grade, students could take these courses in a later year.  This would allow them to fit the 9th grade academy courses in their schedule.