Untitled - Magnet Schools of America

WELCOME AND INTRODUCTIONS
Area Cooperative Educational Services (ACES)
Sharyn Esdaile, Project Director
Karen Habegger, Principal: Thomas Edison School
Caitlin Lombardi, Science Teacher: Thomas Edison School
Carolyn McNally, Director Program Development
Charaine Virgo, Teacher: Wintergreen Magnet School
Audience: Who are YOU?
-borrowing
Alice in Wonderland
ACES: A REGIONAL EDUCATIONAL
SERVICE CENTER (RESC)
EQUITY PROGRAMS AT ACES
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Sheff v . O’Neill
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Open Choice
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Magnet and Charter Schools
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Interdistrict Cooperative Grant Program
THOMAS EDISON MIDDLE SCHOOL
CENTRALLY LOCATED IN CT
TEMS
•TEMS Opened in 2001
•Magnet Theme: Science, Math, and Technology
TEMS POPULATION BY TOWN
2%
1% 0%
0%
1%
Students
17%
79%
Meriden (568)
Middletown (120)
Wallingford (17)
Region 13 (8)
Waterbury (5)
Cromwell (1)
Plymouth (1)
TEMS ETHNICITY DATA
Ethnicity Student Data
1%
18%
Black (126)
Caucasian (280)
Hispanic (291)
Asian/Pacific (7)
41%
40%
WINTERGREEN INTERDISTRICT
MAGNET SCHOOL
LOCATED IN SOUTHERN CT
WIMS
•WIMS Opened in 1998
•Magnet Highlight: Diverse Community, Longer Day /
Longer Year, Increased Opportunities for the Arts,
Spanish Instruction (K-8), Technology Integration
WIMS POPULATION BY TOWN
Students
0%
5%
9%
20%
52%
14%
Hamden (338)
Meriden (91)
New Haven (125)
Wallingford (60)
Woodbridge (2)
Parent Choice (30)
WIMS ETHNICITY DATA
Ethnicity Student Data
1%
16%
33%
1%
7%
42%
American Indian (4)
Asian (45)
Black (274)
White (214)
Hispanic (106)
Unclassified
LEARNING THROUGH SCIENCE PROJECT
Scientists are detectives and solution makers. They are
curious, inquisitive, focused, skeptical, creative and
observant. The challenge is to rethink how we can
integrate scientific knowledge and (methodology)
more effectively into the curriculum.
Curriculum should not only focus on the tools necessary
to develop reasoned and logical construction of new
knowledge in our various fields of study, but also
should aggressively cultivate a culture that nurtures
creativity in all of our learners.
 Heidi Hayes Jacobs Curriculum 21 2011
PROJECT RATIONALE AND FACETS
• Strengthen science study
• Connect content areas to
science
Inquiry
Literacy
Technology
Collaboration
PLCs
Student s
Schools
PARTNER: ELI WHITNEY MUSEUM &
WORKSHOP
PARTNER: CONNECTICUT SCIENCE CENTER
PARTNER: YALE UNIVERSITY PEABODY
MUSEUM OF NATURAL HISTORY
CURRICULUM ORGANIZATION
• Common Core
• State Standards
• Grade Level Concepts
• Essential Questions
• Prior Knowledge/Misconceptions
• Lessons
• Embedded Tasks and Assessments
MIDDLE SCHOOL CURRICULUM
Grade 6 Science Units
Grade 7 Science Units
Grade 8 Science Units
• Properties of Matter-
• Energy in Earth’s
•
Cells and Heredity
Systems-Plate
•
Bridge Building
Tectonics
•
Astronomy-Earth’s
Chemistry
• Energy in Earth
Systems-Weather and
Climate
• Energy Transfer-Simple
Machines
• Local Ecology- Biomes, • Structure and FunctionFresh Water
Human Body
Place in Space
•
Local Ecology- Salt
Water Long Island
Sound
GRADE 4: SCIENCE CURRICULUM
Forces and Motion
Electricity and Magnetism
Water Cycle
Ecosystems
ECOSYSTEMS UNIT PLC
Grade level team
Library media specialist
Technology specialist
Literacy coach
TECHNOLOGY INTEGRATION (MULTIMEDIA)
Pearson Interactive Science (Interactive Whiteboard)
TechSteps (Note Taker)
CBAS (Connecticut Benchmark Assessment System)
 Moodle (Library Media Specialist)
Whiteboard Interactive Lessons
MYSTIC SEAPORT
Outreach program
Field trip to seaport
Post-visit
A WALK TO LAKE WINTERGREEN
A fresh water ecosystem
Students wrote expository essays on CBAS
PUTTING IT ALL TOGETHER: FOOD WEBS
STUDENTS DESIGNED BULLETIN BOARDS
TECHNOLOGY INTEGRATION AT ACES
AITC – ACES Internal Technology Committee
 Purpose: Governing body for technology evaluations, purchases,
implementations, and technology planning
 Meetings: Twice a month
School –based Technology /One to One Committees
 Purpose: Building level implementation of technology
 Meetings: Every other week
 Professional Development: ongoing
Technology Integration Teacher at TEMS and WIMS
TECHNOLOGY INTEGRATION
• Enhancing student learning
• Assisting with individualized learning
• Supporting student interest
• Optimizing student engagement
TECH STEPS – DIGITAL STORY TELLING USING PHOTOSTORY
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Field Study
•
Written Reflection
•
Script and Narration
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Photos and Animation
•
Product-Digital Book
PEARSON INTERACTIVE SCIENCE
Feedback and Assessment
VOICETHREAD
MRS. EVERETTCACOPARDO
7 TH G R A D E S C I E N C E
IXL MATH
STUDENT EXPERIENCE
Benefits of IXL
MRS. GEOGHEGAN
6 TH G R A D E M AT H
WIKISPACES
DIGITAL LEARNING
VIRTUAL INTERACTION
WITH PEERS
VISUAL THESAURUS
MR. MARTINEZ
8 TH G R A D E S O C I A L S T U D I E S
USING VISUAL
THESAURUS
A MODEL FOR SCHOOL AND DISTRICT SUCCESS
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Professional Development
Professional Learning Communities
Community Expert Partners
Curriculum Development and Revision
Inquiry Approach to learning
Thematic Integration
Learning Paradigm
Cross- School Collaboration
Family Engagement
SUSTAINABILITY
• Fiscal
• PLCs
• PD
• Relationship with Partners
• Recruitment
• Curriculum Development
IMPLICATIONS FOR FURTHER WORK:
Robotics/Engineering Connections
Museum Partnerships
CCSS alignment and depth of understanding
Extended Partnerships (Universities and
Businesses)
• Inquiry-based Learning Practices/Training
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DISCUSSION
In what ways do your
magnet schools engage in
interdisciplinary
instruction?
DISCUSSION
What instructional
technology has worked
best for you in your
magnet schools?
DISCUSSION
What long-term funding plan do
you have for your magnet
school? How do you plan to
sustain your magnet school?