High School Budget Process2021-2022

February 23, 2021

2The Learning Academy at HFL High School

B.A. Virgina TechM.A. U of RM.S. ELA, SWD U of R

Lead Teacher in The Learning Academy

Family: Lauren, Amari (5), and Finnegan (3)

I love hiking, woodworking, art, and music of all types.

#Lifeisanadventure #seethegood #leadwithyourheart

Andreas Brooks

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The Learning Academy

A revitalized approach:• Student centered learning• Small group• Hands-on initiatives

• Greenhouse• Equine Cognition

• Supporting Non-Traditional Learners• 8-12 Students Grades 9-12

The Learning Academy at HFL High School

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• Greenhouse• Construction Underway

• Student lead process• Behind HS adjacent to Tennis Courts

• Overall Goals• Environmental/Agricultural Science

Curriculum• Fall Planting/Harvest• Winter Experimentation/Planning• Spring Plant Sale

The Learning Academy at HFL High School

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• Equine Cognition (Quarter 2)• Connection with Local Center

• Renegade Wind (Quaker Meeting House Rd. )• Focus on scientific principals behind behavior• Focus on support for animals who experience

trauma• Self-reflection on what motivates our own

behavior

The Learning Academy at HFL High School

Cody CampbellHS Chemistry

• SUNY Potsdam• BA Chemistry and Math• MST Secondary Science Ed

• New Tech High @ Coppell• Project Based Learning• New Tech Network Certified Teacher• New Tech Network Trainer of Trainers• Argument Driven Inquiry Trainer of

Trainers

Dakota Hance, HS Special Education Teacher

B.A. History and Sociology –St. John Fisher

MSEd Social Studies and Special Education 7-12-St. John Fisher

I Co-teach in English 9, and 11, as well as Applied Geometry

I teach a section of English 10, as well as two resource rooms

Avid fisherman and outdoorsman!

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Thanks to all at HF-LFor welcoming me into the family! I am thankful for the close-knit atmosphere that staff and students have here!

Katie Kress, HS Math Teacher• B.A. Mathematics, SUNY Geneseo• M.S. Curriculum Development and

Instructional Technology, University at Albany

• Currently teaching Algebra, College Algebra, and Precalculus Honors

• Dancer, traveler, Buffalo Bills fan & dog lover

8I am very thankful to be a part of such a welcoming, tight-knit community and family!

Aliza Mangefrida, HS Library Media Specialist

• B.S. in Childhood EducationSUNY Cortland

• MSEd Curriculum SpecialistSUNY Brockport

• Master of Information and Library ScienceUniversity at Buffalo

• Currently Reading: Gold Spunby Brandie June

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Teacher Collaboration:• Virtual Escape Rooms• Book Tasting• Databases/Citations• Evaluating Sources• Presentation Software

Fiction section is now organized by genre!

Kerri PattHS Chemistry

• B.A. in Chemistry and Adolescent Education

• Elmira College• Working towards a M.S. in Chemistry

Education• SUNY Brockport

• Currently teaching AP Chemistry and Regents Chemistry

• I love to ski and travel!

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Kevin Pierce

• B.A. in Mathematics, SUNY Geneseo• MSEd in Adolescence Mathematics, SUNY Brockport• Teaching Geometry, Algebra II, Computer Science• Student Taught at HF-L in 2017, glad to be back!

• Avid hiker, working on 46 high peaks.• Love to cook, looking for sourdough recipes!

Mackenzie Ruby, HS Social Studies Teacher

B.A. History & Political Science, Syracuse University; MSEd 7-12 Social Studies and Inclusive Education, Nazareth CollegeCurrently teaching 9th

Grade Global History I & 11th Grade US History & GovernmentModel UN Co-advisorOwner of 3 wild dogs—

Dodger, Milo, & Reba12

Samantha Summers, HS Math Teacher

oB.A. in Mathematics, SUNY Geneseo

oEd.M Mathematics Education, University at

Buffalo

oCurrently teaching Algebra, Geometry, and

Math Skills Lab

oI enjoy hiking and exploring state parks

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Indicators of Excellence

Indicators of Excellence

Graduation Rates

HFL96%

Monroe County

85%

NY State84%

Indicators of Excellence

95% of our students feel connected to an adult

Indicators of Excellence

85% of all graduating seniors participate in at least one college level course before graduating

Indicators of Excellence

Attend 4-year College in NYS

47%

Attend 4-year College outside

NYS24%

Attend 2-year College

16%

Employment10%

Military2%

Postsecondary School

1%

2020 Post Secondary Plans

School Profile

ExcellenceWelcome Chris DeFranco (Business) – School Improvement Team Chairperson Ryan Teeter (Counselor) – School Improvement Team Representative David Bacon (English) – Introduction to Digital and Media Broadcasting Ken Goold (Music) – Introduction to Digital and Media Broadcasting James Arrigenna (Health) – Contemporary Health Megan Mansfield (Physical Education) – Nutrition and Physical Education Nicole Glavin (Social Studies) – Department Overview Meghan Phillips (Special Education) – Co Teacher, Social Studies

School Improvement Team Goals Implement a Multiple Tier System of Support (MTSS) Model Development of MTSS Model

o Instructional Support Teamo 3-Tiered Academic and Social-Emotional Support System

Social Emotional Learningo Student and Staff Check-Ino Sustainable Practices: Daily Routines to Support Social-Emotional Health

• Learning Academy

• Learning Academy

SOCIAL EMOTIONAL CHECK-INNEARLY 10,000 DATA POINTS HAVE BEEN COLLECTED AND REVIEWED.

Social Emotional Well-Being Check-In Data

Thumbs Up Thumbs Sideways Thumbs Down

3%22%

75%

• STUDENTS ANSWER SIMPLE QUESTIONS TO EXTRACT CURRENT WELL-BEING.

• THIS TRIGGERS US TO RESPOND ACCORDINGLY

• RESPONSES WERE TRENDING DOWN REVAMP!

• 1X PER WEEK

• ROTATING EXPLORATION QUESTION

NEW YORK STATE GRADUATION REQUIREMENTS

BASIC REQUIREMENTS

• These are the basic requirements

• Several different pathways that support specific student needs

Minimum Number of Credits

Department Regents DiplomaRegents w/ Advanced Designation

English 4 4Social Studies 4 4Math 3 3Science 3 3Art / Music 1 1Health 0.5 0.5World Language 1 3Physical Education 2 2Electives 3.5 1.5Total 22 22

OUR CURRENT TREND

• BETWEEN 2015 AND 2025, THE HIGH SCHOOL'S ENROLLMENT IS SLATED TO LOSE 170 STUDENTS

• THE EQUIVALENT TO OUR ENTIRE JUNIOR CLASS

STRATEGIC PLAN FOR COURSE OFFERINGS

• Administration reviewed course trends over the last 4-6 years.

• Through the review courses that historically have not run were taken off the books so that other courses could run more regularly.

• Course rich departments retained the every-other-year model in order to continue to offer a plethora of classes

• Reduced enrollment has not hindered our overall programming!

• New courses are still being added• AP Physics C

• Intro to Dig. And Broadcast Journalism

• Forensic & Legal Psych

• Abnormal Psych

• Program of Studies Planning Document 2019-2026

Introduction to Digital and Broadcast Journalism

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• Designed to introduce students (10th-12th grade) to the history, writing and production techniques of Digital and Broadcast Journalism.

• Units include:• Communication Theory• Broadcast Journalism• Electronic Media Production• Reporting and News Writing• Communication Law and Ethics

Project Based Learning

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• Interviews of Local Personalities

• Journalism Writing• Broadcast Scripts• Op Ed• Reporting

• Podcasts (Audio and Video)• Case Study of Media Law• Good Morning HF-L!

production

In the Community...& Beyond

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• Getting Students beyond the walls

• Reporting on local issues of community interest

• Scheduled visits to local broadcast companies (Radio and TV)

• NYC Trip to CBS Sports

Introduction to Digital and Media Broadcasting – HF-L Studio 1

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• Broadcast Desk• Microphones• Cameras• Lighting• Acoustics• Greenscreen• Editing Software

At HF-L HS, The Beat Goes On!!!

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“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.” ― Plato

“One

goo

d th

ing

abou

t m

usic

, w

hen

it hi

ts y

ou,

you

feel

no

pain

.” ―

Bob

Mar

ley

“The only truth is music.”

― Jack Kerouac

"Music was my refuge. I could crawl into the space between the notes and curl my back to loneliness.” ― Maya Angelou

CONTEMPORARY ISSUES IN HEALTH

* NO TESTS OR QUIZZES/JOURNAL REFLECTION AND INDEPENDENT/GROUP/CLASS PROJECTS

• Course started in 2011• Elective for Junior and Seniors• Emphasizes service learning projects and class activities that foster collaboration• Content is flexible and is adjusted based on student feedback and relevance• Themed Units per month (Allows for in depth discussions, group interaction, & SEL’s)• Provide connections with school, community, families, and charities

KEY HIGHLIGHTS & STUDENT COURSE FEEDBACK:

• We looked forward to class because it was engaging, and a positive learning environment.

• We had the opportunity to apply what we learned in real life through intrapersonal and community engagement. Every activity that Mr. Arrigenna planned for us had an application to our lives and that of others, and challenged us to use our skills to better others in both our school and locally.

• We planned a Special Olympics event that included hockey atheletes from around the state. This challenged us, but we got to see a large scale Special Olympics event run and be part of something special. It was by far one of the most rewarding things I did in high school. That project is one of the reasons why I wanted to play on the Unified Basketball Team senior year. (Kaitlyn)

• Kaitlyn West /Ally Northrup/David O’Connell

Wellness Flyers (Posted around the HS)

PSA’s on Mental Health

Nutrition Scavenger Hunt

Meal Preparation

Relationship Interviews/Surveys

Administrator Interviews

Teaching Opportunities

Guest Speakers (Sleep & Drug topics)

Work with Unified Basketball team

Fundraising/Charity contributions

NUTRITION AND WELLNESS I AND II

NUTRITION AND WELLNESS I• Focuses on addressing how nutrition

impacts health and wellness

• Explores current controversies, lifestyle diets, organic and sustainable agriculture, disease connections, research on the microbiome, epigenetics, etc.

• Introduces finding and evaluating research

• Content is flexible based on student interest and current trends

NUTRITION AND WELLNESS II• Builds off topics learned in Nutrition

and Wellness I – focuses on real world application of nutrition into one’s life (creating a meal plan, shopping list, budget, learning how to cook via tutorials, etc.)

• Focuses on addressing other important aspects of health that impact wellness such as sleep, personal connection, being in nature, and mindfulness

STUDENT FEEDBACK: WHY TAKE THE CLASS?

• "This class allows me to focus on health and nutrition that I really don’t have time to think about outside of school. You learn how to do your own research. You learn that there are many people out there that might have the same thoughts and issues or health problems as you."

• "I think in all honesty it should be mandatory to take this class. It helps students learn how to better our physical and mental health which is something we all need."

• "I'm so glad this course exists. I need this in my life, and so does everyone. This class makes my day better because it's actually relevant and applicable now"

• "I feel like in school we don't really get taught life skills and if I had had a class like this way earlier in life, I feel as though I would be healthier not only physically, but mentally as well. Mrs Mansfield is an amazing techer who brings in personal experiences of herself and others so that us students can relate and not feel so alone.We need more classes like this period. I pay more attention to nutrition more than any other class and i have it bright and early in the morning."

PHYSICAL EDUCATION – COVID STYLE

• Main goal: support students’ Social and Emotional Learning and mental health through variety of formats

• In person curriculum altered to meet regulations – only one offering at a time• Online curriculum created this year reflects in-class offerings as well as SEL specific lessons via

Nearpod• Fully remote students also incorporate use of Activity Logs on alternating weeks• Regularly checking in with students to see if we are meeting learning needs.• Changes made based on student feedback

STUDENT FEEDBACK: IS WHAT WE’RE DOING IN PE HELPING YOU TO DEAL WITH THIS YEAR’S UNIQUE

CIRCUMSTANCES?

• I like how you guys have kept everything feeling relatively normal and like not much has changed, it makes the transition easier and keeps PE fun. I also appreciate how much effort you guys put into thinking about our mental health when compared to other teachers.

• I found the chance to go outside or inside and play some of these games that are much more difficult to find or arrange nowadays helpful to dealing with how the world's changed, as an opportunity to glimpse how it once was. Another piece that I found beneficial was the nearpods about inspiring people in towns like Paradise that faced such circumstances years before us and were able to build against disaster and come out stronger.

STUDENT FEEDBACK: ARE WE MEETING SEL NEEDS?

• "I probably receive the most SEL opportunities in PE, especially yoga, because it helps me connect with myself and relax while most of my other classes are challenging and do not really give me room to learn or grow emotionally or socially."

• "I 100% receive the most SEL opportunities in Phys Ed. At the start of the year, we discussed SEL a little in English and math class, but other than that there has been very little in my other classes. It's nice to see that our PE teachers are taking an active approach about their student's mental health."

STUDENT FEEDBACK: HOW DOES PE HELP IN CONNECTING WITH PEERS?

• "I really enjoy getting to hang out with my friends during PE. In a lot of other classes there isn't as much time to really talk with one another and interact so I really appreciate the time I get to interact with my friends during PE."

• "I find that gym is one of the classes where I can actually socialize and connect with my friends."

• "It's easier to interact with other people during PE. Just because of the interactions, it's one of my favorite parts of the day."

STUDENT FEEDBACK: REMOTE LEARNING

• "I like that the Nearpods we are assigned correspond with the unit we're on, because I can learn about the subject, then when I practice it in school, I am more knowledgeable."

• "I feel like the activity logs are better than having to do the activity in front of people on zoom or something. Its way less stressful when I can go and find an activity to do on my own and know that I am not being watched. I like a lot of the mindfulness activities that I can do at home because they really help me calm down and focus my mind on one thing."

STUDENT FEEDBACK: IS CHOICE IN PE IMPORTANT?

• "The ability to make a choice is VERY important to my high school PE experience. Not only does it give you the freedom promised in high school, but it ensures that you'll stay engaged in the class"

• "Whenever a middle schooler has any questions, I always mention the choice in gym as one of the best things in high school"

Social StudiesNICOLE GLAVIN, MACKENZIE RUBY,

JOHN PANGIA, MELISSA BOLDT, MIKE MERRILL, & PAT HIGGINS

2020-2021 Highlights

Use of alternative assessments via Nearpod and performance assessments

Scores on AP World, AP Macroeconomics, AP US History, and AP Government exams higher than most other schools in the US Special recognition to Mike Merrill for AMAZING

scores in his first year teaching AP World! Mackenzie Ruby assists with new technology and has

become a valuable member of our team 11th grade US History teachers revamping activities

and assessments in preparation of new US Regents exam

2020-2021 Highlights

Economics personal budget & stock market project provide real-world experiences in budget planning and application.

Increased the focus on personal finance in Applied Economics

10th Grade Global History teachers implemented new framework curriculum.

All teachers increased technological skills to aid remote students in all classes.

All teachers kept our lessons clear, meaningful, and based on POWER STANDARDS

2020-2021 Highlights Close reading skills are a continued

priority Students using podcasts to foster class

discussion Global History 9R has piloted co-taught

model in two classes. This provides higher level of

intervention and attention to all students.

Nicole Glavin is representing HF-L in a county-wide civil rights curriculum writing project. This inquiry uses local primary sources

to analyze racial and economic inequities in Rochester beginning from the 1950s-present.

Classes in Action

Personal Finance Business Education

Here’s what students say about Personal Finance…

I liked how much this class related to real life. I wish the class was full year because it explained a lot of things I did not understand.

I found that it was beneficial to learn about the colleges and what is best when it comes to saving. It also helped me to learn about retirement and how we can prepare early. I really liked the games and interactive activities that we did to help us learn about each topic

I really like when we learned about taxes, I thought that was very beneficial. There wasn't anything in this class that I didn't like, I just liked that the best.

I enjoyed the class and learning important things for my future.

Budget Needs

New Opportunities for English 12 Dual Enrollment English 12 and Monroe Community College ENG 101 Introduction to Digital and Media Broadcasting

o Curriculum Writingo Studio Equipment

Staff Development Professional Learning Communities and Curriculum Writing Culturally Responsive Instruction and Equity Social Emotional Learning

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