Frequently Asked Parent Questions

What is the dress code?

Please see Dress Code Guidance Document

What is Advisory? 

What is the role of the Advisory teacher? Does the advisory teacher act as the student’s guidance counselor? If so, do the student and advisory teacher have one-on-one appointments to discuss course placement, performance, and progression? If not, who performs that role?

The role of the Advisor is to serve as a 1:1 advocate for each student. Advisors stay with students over multiple years and come to know them quite well.  There is some academic and career counseling as well as community/teambuilding opportunities. The advisor does not serve as the student’s guidance counselor. There are two counselors and two interns assigned to the school to offer school based counseling services. Advisors and advisees can have scheduled appointments, but more often these discussions are about habits, academic progress and reflection. The Advisor along with the School Counselor and OSU Academic Advisor all work collectively to offer academic and career counseling to students.

What are Roundtables?

A Roundtable is a presentation given by each student at the end of each semester. It is essentially a performance check-in between the student, parent and advisor. The student reflects on their performance through the lens of the Metro Habits, reflects/sets SMART goals and details their unique experiences that have occurred since the previous Roundtable (design challenges, college visits, career shadowing, service learning, etc).

What are Gateways?

A student is eligible for a Gateway when they have met the majority of the high school requirements. Gateways are similar to Roundtables in that it is a student led presentation. However, in Gateways, students are defending why they are now ready for the next step in their academic career. When a Gateway is passed, students are ready to enter into Early College Experiences that include their first endeavor with college coursework.

What is a learning center?

Learning Centers are Early College Experiences. Each ECE is focused around a particular area of content/industry- Bodies (Healthcare), Growth (Agriculture), Design (Engineering) and Energy (Economics and Energy Resources). ECE’s serve as a bridge between high school and college coursework.

When do students participate in ECE’s?

Once a student has earned the majority of their high school credits and passed their Gateway, they are then eligible to enroll in an ECE.

How many courses comprise a learning center?

ECE’s have both high school and college courses. Since ECE’s run for the entire year, they can have between 3-5 high school courses and 2 college courses within them for the year.

Do students have the choice of which learning center to take, or are they assigned to learning centers?

Yes, students have a choice. However, each ECE has particular college courses that are hand picked by Metro Staff and OSU as next steps for our students. Students must meet Ohio State’s requirements for admission to each of the learning centers. For example: The college classes associated with Bodies are OSU Biology courses. Students must meet the admission requirements, and have all of the prerequisite courses required to take that course (Biology, Chemistry and Physics). A student could satisfy graduation requirements of 3 science courses by taking Energy and Matter, Biology and Chemistry, yet not meet the requirements of the Bodies Early College Experience.

Do all high school students participate in a learning center before transitioning to classes at Ohio State?

Yes.

Explain the concept of mastery. Why does Metro require students to achieve Mastery, and how do students achieve mastery? Are both Middle School and High School students required to master all classes?

The concept of mastery learning ensures that all students can reach high levels of performance if given the necessary supports and time it takes to reach that measure. Metro’s mark of mastery is 90%. Metro requires mastery in order to know that our students have a sound understanding of their coursework and are ready for college coursework. Successful demonstration on mastery assignments and Quality Core End of Course Exams mean that a student is college ready. Measuring college readiness in each class means you are truly ready for the next class in succession. Having mastery within the high school curriculum is a large component of our entrance agreement with Ohio State.

What is remediation, and what can I as a parent do to ensure that my child successfully completes remediation and thus achieves course mastery?

Remediation is an opportunity to have another exposure to the coursework that still is yet to be mastered.   This can be accomplished through reteaching, alternative assignments, projects, conferencing, after school tutoring, etc. Remediation can vary from student to student based on their specific needs. Parents play a vital role in helping students to manage their current classwork and their remediation work. If you know your child needs to remediate work, encourage him/her to take advantage of after school office hours with teachers.

How and when are parents notified if their child is not on a path towards mastery?

Parents have access to PowerSchool and can check this daily. Teachers will communicate when remediation work is due. It is likely that students will have to recover assignments during the semester. Alarm should only come when multiple assignments have not been turned in. Teachers and advisors will also reach out to the parents to inform them of missing assignments, request attendance in office hours or request an opportunity to discuss student performance.

Under what circumstances can a student complete remediation after the semester ends?

Most students complete work outside of the semester, but how this is accomplished is determined on a case by case basis. Students who are close to mastery are encouraged to work with their teachers and develop a plan to finish out the coursework- either during Jterm, office hours or independent study. Completing a course after the end of the term is not available to students who do not already have a firm foundation of the course content. For example – a student who during the original term of enrollment  had to recover many assignments multiple times or who did not submit multiple assignments is not eligible for remediation. Mastery means that there is a level of understanding and independence in completing the assigned work; those students missing a firm foundation in the course content would need to recover the course (be re-enrolled in the course for another 15 weeks or 5 weeks).

Under what circumstances must a student retake a class in its entirety? See previous question.

How and when are parents and students notified about remediation options? Via email, teacher updates, or Schoology

What is the best way for me to communicate with a teacher? What should I do if I do not receive a response from a teacher or if his or her response doesn’t adequately address my concern?

The best way to communicate with your child’s teacher is via email.   If you do not receive a response within 48 hours, then it is appropriate to send another email. If the response does not adequately address your question, then perhaps a phone call or a face to face conversation is necessary.

What are PowerSchool and Schoology and how do they work? What do I do if I have forgotten how to access my student’s PowerSchool account?

Powerschool is the online gradebook and attendance tracker. Schoology is a learning management system; like a virtual classroom that allows teachers to create, manage, and share content and resources with student digitally. Parents can always email helpme@themetroschool.org for a lost or forgotten password.

What can a parent do to best ensure that their student is keeping up with course assignments, meeting Metro’s academic expectations, and moving forward so as to achieve mastery? In other words, what are parental “best practices”?

Parental engagement is the key to helping your child achieve mastery. There are some simple things that can actually go a very long way:

  1. Daily, ask your child what they worked on in class and what homework they have.
  2. Provide a homework area for your child.
  3. Monitor homework progression. Students can “look “ busy for hours only for you to later find out that they were chatting on social media or surfing the web. Hold them accountable by asking what they are working on and noting where they are. Give them benchmarks of where they should be upon the next check-in time.
  4. Check Schoology. This should detail the weekly assignments and daily homework.
  5. Check PowerSchool. This is the online gradebook. Look for assignments that are due or missing and have a conversation with your child.
  6. Attend conferences and reach out to the advisor if there are concerns.