PURPOSE OF INITIATIVE
Synergy creates a close-knit, smaller learning environment for students attending a high school of more than 2200 students. Teachers collaborate across the content areas to give the students a more enriching, nurturing and meaningful learning experience. Through project-based learning, students work closely with professionals; experts in various fields share and guide the learning process, helping students realize that academics relate to the world beyond the classroom walls. Synergy prepares students for the state mandated minimum competency test, college, employment and life.
Synergy's partners provide mentoring, instruction and/or financial assistance.
MAIN PARTNERS
Hays Consolidated Independent School District
U.S. Department of Education
Cathy Chilcote/Partners In Education Director for HCISD
Jim Williams/Motorola
Jeff Meek
Southwest Texas State University
Synergy Parent Support Group
Kris Dudley/Texas Workforce Commission
MAIN BENEFICIARIES
For the 2002-03 school year, Synergy will serve 275 ninth, tenth, and eleventh grade students attending Hays High School. Synergy demographics reflect those of the high school overall (3% African-American, 44% Hispanic, 52% White, 1% Other, 27% Economically Disadvantaged). Synergy students vary in ability levels from average to exceptional.
MAIN CONTRIBUTORS
Financial:
U.S. Department of Education
Greg Young/Capitol B.E.S.T. (Boosting Engineering, Science and Technology) Rural Capitol Area School to Careers Partnership
ASME
NASA
HCISD Education Foundation
Motorola
Human:
Black Colony Antioch Church
San Antonio Institute for Texan Cultures
Habitat for Humanity
Beth Smith, Justice of the Peace
KLRU television
Texas Department of Health
In Kind:
HCISD
Texas Workforce Commission
Motorola
Partners in Education
ESSENTIAL ELEMENTS
Eighth-grade students may apply to join Synergy in their freshman year. Teachers and students form a close relationship based on trust and respect-- possible because teachers and students stay together all four years of high school.
Students participate in group projects, consulting and working closely with professionals. Students create real-world products evaluated by professionals and experts according to established industry standards. Collaborating within their groups emulates an adult work environment, and thus students learn communication skills that will enable them to succeed in the world of work. Synergy integrates technology into all projects as well. Finally, Synergy students participate in career exploration and job site visits.
One project, "Super Sleuths", involved a "crime" that students investigated, solved and took to trial. Prior to the "murder", students applied for a role on the case. Next, they thoroughly researched this career. Once the "murder" was committed, students assumed their roles, gathering and testing evidence, interviewing witnesses, producing newspapers and television shows, researching legal precedents and preparing for trial. During the investigative process, community members served as consultants and participants (i.e., a local police officer attended a departmental meeting of the Synergy Police Force, community members served as the jury and a Justice of the Peace served as judge).
MAIN FACTORS OF SUCCESS
The program's success is directly linked to the strength of its partnerships. The program relies on its community partners to broaden students' thinking and help students connect school to the real world. Projects require expertise that the teachers cannot provide. For example, when students designed landscaping and building proposals for a local church congregation, students needed guidance from actual landscape designers and architects to create a quality product. Students' learning is thus enriched and reaches far beyond the classroom walls.
Synergy also enjoys strong administrative support, an energetic parent support system, innovative teachers who share a common vision, and enthusiastic students.
ASSESSMENT/EVALUATION PROCESS AND EVIDENCE OF STRENGTH
Synergy's progress/success is measured in several ways. Texas sets standards that all public school teachers must adhere to, and Synergy teachers take great care to address all mandated skills and content (TEKS) per subject area. Evidence that Synergy is succeeding with its students includes higher TAAS scores than the school overall, better attendance, lower failure rate, and fewer disciplinary referrals.
NUMBER OF YEARS IN EXISTENCE/GROWTH SINCE INCEPTION
Piloted in 1998-99, Synergy's first year included 98 sophomore students of varying ability levels. Since its inception, Synergy has expanded to three full teams and will serve a total of 275 students during the 2002-03 school year.
IMPACT
Synergy has regularly performed well on the exit level TAAS, including the most recent test given in March 2002:
| OVERALL | Synergy | |
| Math | 91% | 95% |
| Reading | 93% | 97% |
| Writing | 89% | 93% |
Synergy students have better attendance, better grades overall and lower incidence of disciplinary action than non-Synergy 9th graders (statistics available August, 2002).
Ninety-seven percent of the Synergy Class of 2002 will attend college in the fall; they garnered over $25,000 in combined scholarships.
Synergy's two robotics projects resulted in the creation of the Hays Robotics Club, which competed in a nation-wide robotics competition in March 2002. Community engineers are now co-sponsors of the club.
Individual stories best illustrate Synergy's impact (i.e., the depressed student no longer in crisis who will attend college in fall, and the young lady who is pursuing an engineering career because of the robotics project).
POTENTIAL REPLICATION AND SCALE OF THE INITIATIVE
Because Synergy exists within the traditional system, adheres to state curriculum while focusing on innovative methodology, replication of the program is quite feasible. By 2003-04, the program will be school-wide, offering Synergy as an option at all four grade levels. In 2004-05, a second high school is scheduled to open, and at that time Synergy will become a district-wide option.
UNDERWRITER CONTACT INFORMATION
Dr. Michael Hinojosa, Superintendent of Schools, HCISD
(512) 268-2141
hinojosam@hayscisd.net
Mr. Carl Hall, Hays High School principal
(512) 268-2911
hallc@hayscisd.net
Authors:
Lisa McCulley
Nina Johnson
Contact information:
304 Mary Cove
Kyle TX 78640
(512) 268-8008 or (512) 557-5400
FAX (512) 268-1392
EMAIL lisavmac@aol.com or mcculleyl@hayscisd.net
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