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District unveils Freshman Academy at North Edge High after $645,000 innovation grant
Summary
Edgecomb Public Schools presented a Freshman Academy model at North Edge High and said a $645,000 Education Foundation grant (over three years) will support the freshman transition, daily advisory, a seminar course and community-linked learning as enrollment rises after a recent annexation.
Edgecomb Public Schools officials outlined a Freshman Academy for North Edge High School and described plans to use a $645,000 grant awarded to the district’s Education Foundation to support a three-year implementation.
The presentation, led by Elena Ritter and the Freshman Academy design team, said the funding—part of an Innovative Public Schools grant—will help reconfigure offerings for incoming students, support a house system, daily advisory time and a freshman seminar course called Design for Change. "We envision our Freshman Academy students as Trailblazers breaking generational barriers," Ritter said, describing advisory as a year-long trusted-adult check-in and the seminar as a transcripted one-semester course focused on literacy and career exploration.
Nut graf: The Freshman Academy is a response to a district annexation that will expand enrollment at North Edge High from about 50 freshmen to roughly 150, the presenters said, and the $645,000 grant is intended to help the school absorb that influx while providing structured supports to improve transitions into high school.
Presenters said the model centers on community-driven design. Key elements include a six-house system to build community among students coming from five different middle schools, daily 45-minute advisory led by a consistent advisor for all four years, a semester-long seminar tied to the Big Picture partnership that yields one elective credit, and two types of experiential learning: "leave to learn" off-campus placements and "lead to learn" community partners visiting campus. Ritter said the district conducted community meetings, student and parent focus groups and door-to-door outreach to inform design decisions.
The team also explained scheduling and credit mechanics: freshmen will take eight classes like a traditional schedule, with the seminar listed on transcripts and advisory embedded within a power block for progress monitoring and student supports. The presentation highlighted a recent two-day summer infusion for about 35 freshmen to begin building community; that event was shortened by Tropical Storm Debbie.
Board members praised the presentation and asked about community engagement. A member noted turnout concerns and asked whether parent focus groups had been effective; presenters said participation increased closer to the start of school and that more community meetings are scheduled.
Ending: Presenters invited the public to an open house and encouraged families to attend upcoming events; the board received the presentation and moved on to other agenda items.
