Grades 9–12

Harold S. Vincent School of Agricultural Science

Grades 9–12

Harold S. Vincent School of Agricultural Science

Grades 9–12

Harold S. Vincent School of Agricultural Science

Programs

While best known for our agricultural pathways, Harold S. Vincent School of Agricultural Science offers programs to support students as they transition to high school, catch up on credits, and more.

414Life

414Life is a program that engages community members for violence prevention outreach and targeted conflict mediation.

Agriculture Program

Discover the unique educational opportunities available in our agriculture program.

Alternative Education

GED Option #2

Students who are 17 years old and demonstrate a ninth-grade reading level can participate in GED Option #2. This program allows students to obtain high school credits by successfully passing state GED exams for English language arts, mathematics, science, and social studies. Students must also complete a career readiness portfolio to help transition to life beyond high school.

Vincent Accelerated Academy

Senior students who are behind in credits and want to pursue an accelerated, alternative path to graduation day may be eligible for Vincent Accelerated Academy. Academy students follow a half-day schedule of accelerated courses that combine project-based learning and small-group instruction. Vincent Accelerated Academy placement tests occur every October and March.[

Freshman Bridge

Freshman Bridge takes place annually in August before the start of the school year. This two-day program is designed to help incoming ninth graders prepare for a great first year of high school. By attending, students learn how to get ready for the first day of class, settle in quickly, and find any support they need.

Positive Behavioral Interventions and Supports (PBIS)

To promote positive student behavior and improve learning, MPS uses a system of Positive Behavioral Interventions and Supports (PBIS).

PBIS is a three-tiered approach that begins by teaching expectations and encouraging collaboration and consistency in classrooms. Teachers and students co-design agreements and routines that align with three districtwide expectations: “Be Safe, Be Respectful, and Be Responsible.” For students who need more support, higher tiers offer structure, interventions, and follow-up to address specific concerns.

After years of use, MPS and other districts across the country are reporting higher student achievement, improved school environments, and fewer classroom disruptions and student suspensions.