School-Within-A-School

**Preliminary**

School-Within-A-School (SWS) is a democratic program at Brookline High School serving approximately 120, 10th, 11th, and 12th graders. All SWS students remain members of the broader BHS community, and the program as a whole is completely enmeshed with the main school. In SWS, students enroll in highly rigorous courses, and they commit to promoting a just and empathetic community of teachers and students. Within the program, students take English, Social Studies, Biology, and Chemistry courses, as well as a weekly “Town Meeting” class. SWS functions as a separate administrative unit within the High School, with its own Coordinator who also serves as the counselor.



Personnel

• There are no changes other than annual salary adjustments.

Services, Supplies, Other and Capital

• There are no changes other than rebalancing expense categories.


FY20 Objectives

• Continue to modify a peer discipline model, with a focus on attendance.

• Identify ways to promote equity for students across all racial and ethnic backgrounds.

• Identify ways for students who have struggled previously to achieve success in school.


FY21 Objectives

• Develop a new student support class based on a modified version of Tutorial.

• Continue to modify a peer discipline model, with a focus on attendance.

• Identify ways to promote equity for students across all racial and ethnic backgrounds.

• Identify ways for students who have struggled previously to achieve success in school.

• Determine needs for continued success in the areas of staffing and programming.


FY19 Accomplishments

• Design and implementation of new student support structures, including a new version of SWS Tutorial.

• Create new peer discipline mechanism.

• Focus on early-warning based interventions focused on attendance.


FY20 Accomplishments

• Design and implementation of new student support structures, including a new version of SWS Tutorial.

• Implement revised version of peer discipline mechanism, with focus on attendance.

• Introduction of new courses based on shared student and faculty interests.

• Involvement of students in ongoing revisions of democratic governance.

• Focus on early-warning based interventions focused on attendance.