On Monday, December 9, 2024, high school leaders came together and drafted an organizational structure for the high school community that honors our district's Portrait of a Graduate and Portrait of a School Community. This structure also addresses key areas outlined in the Integrated Consolidated 9-16 Educational Facility application. Below is the drafted organizational structure of the school community. While we will make space for feedback and revisions, this framework provides the foundation to build out and refine the rest of the design.

Organizational Structure of the High School Community

Overview

This high school community is intentionally designed to ensure that all students receive the opportunities and support they need to graduate prepared and empowered. It reflects our unwavering commitment to the community: all learners will graduate fully prepared to participate and succeed in a diverse and ever-changing world. To be responsive to the feedback we received from the community on what skills and attributes our students need to succeed and the conditions that support that, the high school community will be built around the principles of the PPS Portrait of a Graduate and the Portrait of a School Community.

Grade 9 Academy

• Purpose: All students entering high school will join the 9th Grade Academy, designed to establish a strong foundation for academic and personal success.
• Structure:
  • Students are organized into teams, each sharing a set of teachers who collaborate to support students they have in common.
  • Within teams, students are further grouped into smaller groups through advisories or crews to strengthen connections and personalized support.

Grades 10-12 Learning Communities

• Cohort Model:
  • Grades 10-12 students are organized into distinct learning communities, each featuring grade-level advisories or crews.
  • The communities share a program of studies and pathways aligned with student interests. A common schedule will be implemented where necessary to allow students to take classes across learning communities.
• Pathways:
  • Pathways will provide a structured career exploration and readiness guide, including core classes, career-oriented courses, internships, and more.
• Freshman year serves as an exploratory period for pathways and learning communities.
• By the end of Grade 9, students select one of the learning communities and identify pathways of interest.
  • Students have the flexibility to switch pathways as needed or create individualized pathways tailored to unique career interests.
  • Outcomes include certificates, endorsements, or credentials, showcasing readiness for college and career opportunities.
  • A CTE (Career and Technical Education) center provides access to specialized classes as part of a program, pathway, or exploration.
  • Strong business partnerships will support career training and exploration.
• Postsecondary Opportunities
• Students can access higher education courses through partnerships with Southern Maine Community College and the University of Southern Maine:
• Concurrent Enrollment: College-credit classes offered within the high school or CTE center.
• Afternoon/evening classes offered on-site at the high school would also be available to PPS staff and community members.
• Dual Enrollment: Classes at higher education institutions offered in-person, hybrid, or fully online.

Shared Academic and Social-Emotional Supports

• Advisory/crew to foster a strong sense of community.
• English Language Academy: Dedicated to supporting multilingual learners with ACCESS scores below 3.
• Alternative Programming (formerly Alternative Education): Provides clear entrance and exit pathways to meet diverse student needs.
• Shared Specialized Programs with clear criteria and structures
• Portland Adult Education Integration:
  • A bridge program supports multilingual students and those aging out before earning the necessary credits to graduate.
  • Adult education classes and expertise will be accessible within the high school for tailored student support.
  • Industry-specific training through adult education complements the CTE center offerings.
• Facilities and Community Resources
  • Shared Resources:
    • A field house, pool, theater, and health center serve as common spaces for the entire community.
  • Collaborative Environment: Designed to encourage community engagement, connection, and access to holistic resources.

Feedback

To provide feedback on the organizational structure, please use this link. Your feedback will guide us as we continue to revise and build out the design.