CITY OF HOLYOKE SCHOOL COMMITTEE
SCHOOL COMMITTEE AGENDA
DATE: MONDAY, MAY 9, 2016 TIME: 6:00PM LOCATION: Fifield Community Room Dean Technical High School, 1045 Main Street
1. CALL TO ORDER - ROLL CALL - PLEDGE OF ALLEGIANCE
2. STUDENT SHOWCASE • 25 Book Campaign (page 1) • Edeni Colon, Dean Tech Student
3. PUBLIC DISCUSSION*
4. COMMUNICATIONS & REPORTS a. Student Reports b. Receiver's Communications • Teacher Appreciation Update o Monday, May2, Raffle (results attached- page 2) o Tuesday, May 3, All Staff Reception at Holyoke Merry-Go-Round o Wednesday, May 4, Breakfast Delivery for All Staff o Thursday, May 5, Dean Culinary Students Baked Cupcakes for Teachers o Friday, May 6, Free Cup of Coffee for Teachers at Dam Cafe • Graduation & Moving Up Ceremonies o Dean Graduation- Friday, June 3, 6:00p.m., War Memorial o Holyoke High Graduation - Sunday, June 5, 1:00 p.m. - Holyoke High School o gth Grade Moving Up Ceremonies- Friday, June 17, 2016 • Transportation Presentation (pages 3-14) • Parent Engagement Plan (pages 15-27) • Morgan School Level 5 Third Quarter Report (pages 28-42) • Special Education Review Report Meetings for Staff and Families (page 43) • Summer Scholars Programs 2016 (pages 44-50) • Secondary Redesign F AQs (pages 51 -55) • YMCA Peer Scholars Academy Program Description (pages 56-47
5. NEW BUSINESS
6. OLD BUSINESS SCHOOL COMMITTEE AGENDA- May 9, 2016 PAGE2
• Administering Medicines to Students- Revised (page 58) • Teaching About Alcohol, Tobacco, and Drugs (page 59) • Alcohol, Tobacco, and Drug use by Students Prohibited (page 60)
7. ANNOUNCEMENTS
The listing of matters are those reasonably anticipated by the Chair which may be discussed at the meeting. Not all items listed may in fact be discussed and other items not listed may also be brought up for discussion to the extent permitted by law.
*The Holyoke Public Schools makes available a public discussion period for persons in the audience to address the Committee on specific agenda items. In order to hear as may speakers as possible, the Committee asks individuals to continue their remarks to two (2) minutes. Any person wishing to submit longer testimony should give copies to the Committee Secretary before the meeting so that it may be distributed to Committee members. The speaker can then summarize this testimony at the meeting within the two (2) minute time period. Persons wishing to speak should register with the Committee Secretary immediately before the meeting begins. Individuals who request specific items to be included on the Committee's agenda should mail a written request fifteen (IS) days in advance of a Committee meeting date to Liz Lafond, in care of the Receiver's Office, 57 Suffolk Street, Holyoke, MA 01040
2 Jacqueline Kennedy Onassis once said, "There are many little ways to enlarge your child's world. Love of books is the best ofall." Grade 4 students at Maurice A. Donahue School wanted to share a message, and did it through a song. "Until You Read", written by their teacher, Mrs. Iwona Langlois, shares the message of the importance of reading, and that there is a world of books just waiting to be read. The students and their teachers, Mrs. Iwona Langlois, Mrs. Synthia Rodriguez, and Ms. Emmalyn Hicks not only are trying to spread the news at Donahue School, but also supported the Barnes & Noble and Holyoke Pediatrics' "Reach Out and Read" book fair on Saturday, April 9th, 2016 by performing their song. Principal Salvatore Frieri is thrilled that his students and teachers are singing out this important message and he, along with all of the students and teachers involved, would like to share it with all of our Holyoke Public School family.
Until You Read Lyrics by Mrs. I. Langlois Instrumentals by Bruno Mars" It will Rain"
If you don't read us baby, 'Cuz life will be harder You will never ever know. if you don't read baby. All the knowledge that we can give you, You'll be a lot smarter to realize how good reading is ... and, and do it more. the more that you read, baby. just choose a book We are filled with lots of stories, adventures, fantasies, and more. So keep in mind how we're just waitin', to be read by you, don't let us stay unread. and keep you wanting to read more. If you walkaway, lonely we will stay, stay, stay ... 'Cuz life will be harder uh- unread. if you don't read baby. You'll be a lot smarter the more that you read, baby. Don't just go. just choose a book Don't just go. don't let us stay unread. A-way. If you walk away, A-way. lonely we will stay, stay, stay uh- unread Don't just go. Don't just go. 0000000! A-way. A-way. I may end up being your favorite, but you won't know until you try. Pick out a book and just start reading, 0000000! that will make it right.
I know there are other things that seem more fun, 'Cuz life will be harder like playing video games if you don't read baby. or listening to that Bruno Mars guy. You'll be a lot smarter the more that you read, baby. But life is filled with so many things that you should do. just choose a book Ooh, and reading is just one of them. don't let us stay unread. Yeah, and please read, and read, and read, and read Ifyou walkaway, Pick out a book and just start reading. lonely we will stay, stay, stay ...... It's really good for your mind. uh- unread.
1 Central Office Leaders to cover 45 minute class period - before the end of this school year, at a time of staff member's choosing- agreeable to both parties.
Staff Member I Winner Central Office Leader to Cover Alaina Nummy, Special Education Inclusion@ McMahon Gabrielle Agron, Director of Early Childhood Education
Martha Mulcahy, Art@ Donahue Ileana Cintron, Director Family, Student and Community Engagement
Caleb Colon, Paraprofessional@ White Tonya Claiborne, Elementary STEM Director
Michael Garcia, Custodian @ Morgan Stephanie Davolos, Chief of Staff joan Champagne, Paraprofessional@ McMahon Beth Gage, Chief Talent Officer
Ellen Bouthalette, Special Education Inclusion@ Donahue Megan Harding, Full Service Community District Manager
Colby Verge, TIP@ Dean Nicole LaChapelle, Special Education Director
Bevan Brunelle, Grade 7 Science @ Kelly Deb Lantaigne, DESE Assistance Liaison
Nicholas Zyla, Grade 8 Social Studies@ Donahue Perna Latshang, Director of Professional Learning and Leadership Dev.
Matthew Killian, Health@ Sullivan Dale, Libkin, Interim Chief Academic Officer
Crystal Durrand, Paraprofessional @ Donahue Erin Linville, Chief of Strategy and Turnaround
Ruth Silva, Grade 1 Dual Language@ Metcalf Anna Lugo, Director of English Language Education
Mary DiCarlo, Grade 3 @ McMahon Mary McAndrew, ELA/Humanities Director
Ann Brennan, Physical Education @ White Gina Roy, Director of Student Services
Donna Sokol, Paraprofessional @ Dean Anthony Soto, Chief of Finance and Operations
Ingrid Vega, French@ Holyoke High Stephen Zrike, Receiver
Staff Member I Winner Prize jorge Rodriguez, Custodian@ Peck One Year AAA Membership
2 Tickets to an upcoming Patriots Game Pamela Nadeau, Counselor @ Holyoke High
2 3 ""' TransportationRegulations -0 Ch. 71 Section68 - Statesthat SchoolDistricts are requiredt o providetransportation to studentswho live 2 miles or morefrom their residence
~ Currentlythe Districtspolicy is to transportk-5 that are over 1 mile. 6-8 within 1.5 miles, and high schoolsare over 2 miles
McKinney-VentoHomeless Education Assistance Act - Anyonewho lacks fixed, regular,and adequatenighttime
residenceis homeless. This includesstudents living in sheltE~rs,campgrounds, parks, cars, public buildings,doubled up with friends and relatives,abandoned, awaiting foster care, etc.
~ Transportationfor these studentsis mandatoryand they are entitledto stay in their schoolof origin
~ The Districtcost shareswith the host schooland vice versa (50/50)
Ch. 76 Section1 - Speaksto transportationof parochialstudents Riders 0 Hometo School HPS RIDERINFO RegularBus AM 646 In-distictSPED 621 Outof District SPED 63 PVfA-HHS 321 PVfA-Dean 340 Walkersor ParentPick Ups 3,357 • Regular Bus AM • ln-distict SPED
Out of District SPED
PVTA-HHS TotalStudent Enrollment 5,348 • PVTA-Dean TotalStudents being transported 1,991 • Walkers or Parent Pick Ups I I PrivateSchools MaterDolorosa 102
BlessedSacrament 55
01 0'1 Cost B1reakdown -----·-·-0
2017 2016 2015 2014 2013
Regular $ 1,649,790.00$ 1,594,000.00 1,357,303.981 ,601,533.62 1,374,181 .B2
Homeless $ 721,000.00$ 700,000.00 618,330.20 578,238.00 423,861.25 , , , SPED '$ 4,334,400.00$ 4,200,000.00 3,823,358.113 ,994,973.11 3,108,324.85
Summer $ 333,720.00$ 324,000.00 327,512.34 167,061.12 138,884.15
Other $ 63,975.00$ ~)2,112.0051,715.34 21,169.17 21,372 .B4
Total $ 7,102,885.00$ 6,8fl0 ,112.00$ 6,178,219.97$ 6 ,362,975.02$ 5,066,625.0 1
' COSTDRIVERS 0
~ McKinney-VENTOHOMELESS (>$700,000 for FY 16 from $424,000in FY 13)
~ SPECIALEDUCATION {IN-DISTRICT AND OUT-OF-DISTRICT$4.2 million for FY 16 vs. $3.1 million in FY 13)
~ Bus Monitors {$1.2 million for FY 16 from $833,000in FY 13)
-...J co McKinney-VENTO · 0 ~ Child care agenciesand HPS unfortunatelyhave not forged a workingrelationship whe n come time to place children in foster I group homesor entire families in hotels and shelters. This is somethingthat HPS has no control over and when this happensthe District is responsibleto transportthe Homelessstudents to their ori!gin school
~ The McKinney-Ventelaw is deemed an unfunded mandate by the Commonwealthof Massachusetts. 30% Reimbursement receivedin FY 15
~ This unfunded mandate has a direct effect on the rising costs of transportation due to the uncertaintyof homelessness.
~ Homelessnessand rising costs mostlyaffect UrbanDistricts like Holyoke McKinney-VENTO- cont'd
...0
Residing in Other Districts Residing in Holyoke Springfield 77 Springfield 159 West Springfield 4 Chicopee 35 Chicopee 14 West Springfield 3 Northampton 1 Huntington 1 Greenfield 5 Northampton 2 Amherst 1 Easthampton 2 South Hadley 2 East Longmeadow 1 E. Longmeadow 1 South Hadley 1 Indian Orchard 2 Westfield 7 Longmeadow 2 Total 107 Total 213
1.0 I-' 0
SPECIALE~D OVERVI - 0
~ Transportationcosts in the area of special needs has increased this school year due to placementof childrenin specializedprograms not offeredor specificservices availab le within the district. Large part of these placementsare outside the City of Holyokeand usually require a distanceto travel to and from. These partiicular placementsare not known when preparing the Transportationbudget.
~ As mentionedin previousslides, SPED students in many cases require bus monitors via their IEP and this costs the District$1.2 million(Same as Springfield) Soecial Programingand Start/End -0-
);;> When the District embarkson special programinglike the Dual Languageprogram and the P3 program, it often times increasesthe amount of busing required becausethese specialized programsbus kids that wouldnormally be walkersto their zoneschools
);;> Start and End timesfor schoolsis a big factor in beingable to managecosts
I-' I-' I-' rv ~------·--- Managing Costs 0 SEQUENCINGI TIERING- Sequencingor Tiering is a term used by SchoolTransportation Departments when it comestime to build routes. For example,you take the school with the earliest start time and deliver studentst o their appointedschool. Once this portion of the run is completeyou assign another run (second school) that has a later start time. The TransportationDepartment will take a look at each school run to build the most efficient routes possible. Time and location are key factors in determining
sequencesor tiers. Consultantwas hired to he~lp
Even with an additionalgrade to the Dual Lan!guage programand other new programmingfor next year we believewe will be able to maintainthe samenumber of routesfor regular transportatio1n
Review SPEDTransportation process With a new SPED Director there could be opportunitiesto review all IEP's and only give door to door transportationto those students that require it. We could also evaluate how we are writing IEP's to ensurethat transportationis grantedto studentsthat requireit going forward anaging Costs Cont'd 0 Re-Bid Contracts for FY 2018
~ There could potentiallybe some significantsavings if the next contractawarded in parts rather than as a whole(i.e . Regular,SPED In -District,SPED OOD)
~ Do not includeBus Monitorsas part of the contractand bringthem in-house ,. Puttingthis into prospectiveHolyoke and Springfieldspend the sameamount of moneyon bus monitors
~ PVTAContract - Trippervs. Bus PassProgram
,.. Also spendthe sameamount in Springfieldthan we do in Holyoke
1-' w r-o I 0 c. . C\j
14 Holyoke Public Schools
Fa mil~Student and Community Engagement Department
Presentation to Holyoke School Committee
May9~2016
1-' U1 t-' 0'1
I;
(;~~ ~ ·yi
HPS Family, Student and C:ommunity Engagement ~1¥.ff1/:/ - -- / ··------· Vision: HPS has highly effective relationships with a significant number of actively engagec[ families and community partners, who are empowered and committed to lifelong learning, and who trust in a1nd contribute to their children's classrooms and HPS as the lbest educational option for their children.
' Family Engagement in the HPS Turnaround Plan ':'!\..11¥1 -~//
""~.._ ·~ .. ;/
• Turnaround Plan Vision: ''The Holyoke Public Schools will be a service
oriented district~truly welcoming and engaging families as active participants in
students~education."
• 6th Critical Action for Turnaround Implementation:
''Engage families as active partners~repairing
relationships and building trust in the district.~~
t--' -...! I-' CX>
Family Engagement in the HPS Turnaround Plan ' i ~_!'..' I/ •'-- .,..
• Turnaround Priority Area 3:
~~createa climate a'nd culture that support
students and enga~~efamilies.''
• Benchmarks: o Designate clear central office leadership o Develop a prospectus ftor a Family Resource Center
o Develop a Parent Unive~rsity,offering courses and seminars that will help Holyoke's families develop their workforce skills. HPS . ·.....-- Family Engagement in the Turnaround Plan . ·\.:-,~ ·(j i ·<:::::: /
• Relevant Measurable Annual Goals: (specified by Chapter 69, Section lK}
o % of families reporting they have opportunities to learn how to support child's learning at home
o %of families reporting they feel welcome when they visit their child's school
o % of families reporting they receive timely responses to central office and school inquiries
o % of teachers conducting at least 3 home visits during the course of the year
o Increase in attendance rate
o Decrease in % of students chronically absent
1-' \0 t-.J 0
Panorama Family Survey "2\.1'ilf..,l I ' . ,' ' ·-~ - .,.I -._::_ _. .• • Administered between Nov. 2015 and Feb. 2016 • Collected 1,457 surveys
• Barriers to Family Eng21gement (school-re~ated factors that can create challenges for family involvement):
o 87% - Unsure how to connmunicate with school
o 84%- Little information about involvement opportunitie~s o 84% - Worry staff will treat child differently if concern is raised lirw;r- . 1 Panorama Family Survey ... :1m I.;' ~ ·~~----/
~--~- -
• School Customer Service: o 84% - Prompt response to calls, messages or emails o 67%- Usually hear from school about positive things my child does in school o 84%- School communicates school policies and procedures clearly o 77% - It's easy to get concerns about student support addressed in a timely way
• School Fit o 55%- School is preparing child well for college and career
~ ...... ""
I /
Panorama Family Survey ~~~-· ' •/ .I
• Family Engagement: Degree to which families become involved and interact with child's school
o 25% - Have met in person with teachers at school o 26% - Have had conversation in the neighborhood about child's school in the last 12 months o 49%- School offers opportunities to learn how to support child's learning at home o 84% - School encourages me to be active partner in child's education
o 72% - School helps me fi!~ureout social and emotiona~ skills my child needs to develop 1, / HPS Family, Student and Community Engagement ~ ~!""'' ·/ -....·~ ·- ~ / ----:....::::=-- • Parent Complaints o 43 complaints received between February-March 2016
o Key reasons: • Dissatisfaction with services (student not making progress) • Need for support services not addressed • Bullying not addressed • Parents feeling disrespected or mistreated by staff • Verbal or physical abuse of students by staff • Lack of communication with staff (feeling not heard or misunderstood) • Violent incidents at school or on buses (schools perceived as dangerous or unruly) • Timeliness of communication (regarding incidents or requests) • Disagreement with the application of a policy (usually discipline or attendance) • Dissatisfaction with school enrollment/assignment or placement in a particular program
N w t-v """ Holyoke Public Schools ',. I ~~~1 ' ·/ / •
Fa mil~Student and Community Engagement Department
Assigned Functions starting February 2016
STUDENT COMMUN ITY STUDENT FAMILY ENGAGEMENT W ITH ENGAGEMENT ATTENDANCE ENROLLMENT & ENGAGEMENT HPS (alternati'Ve WITH HPS ASSIGNMENT program )
, ~ SCHOOL-FAMILY RELATIONSHIPTO SUPPORTSTUDENT LEARNING " ..) ACCESSTO RESOURCES FOR FAMILIES
FAMILY CONNECTION & CONTRIBUTION TO HPS
PARENTCOMPLAINTS HPS Family, Student and Community Engagement ~~:!!' /./' level6 Model for Parent Involvement and Development Ownership • "When outsiders turn into insiders, they become defenders" levelS Leadership level4 organized to Mutual Support ...- level3 Parents are advocate and Authentic included in the press for discussion and Relationships Parents sustained decision actively continued making level2 respond to improvements process Action school calls for in the school around key Levell consistent help, input or district. school issues Quality communication support. Parents are with teachers, or policy. Information well informed understand Parents about and student mobilize Parents able to act progress, and resources, Families of advocate for upon their use tools at including their enrolled increased rights, home to volunteer students have quality or responsibili support what time, to consistent ties, quality happens in the support the access to access to improve standards, and classroom. school and the quality services access to children. information Parents are provided to support and Parent and targeted knowledgeable students. lifelong complaints are HPS services and share learning minimized and from Pre-K to opinions about services 12. what happens positive at school and feedback increases. 01"' the district. N ....._. ... 0'1
HPS Family, Student and Comrnunity Engagement \ .,.,...---~lrfl~..• / il ..., - ·· .. / ·-- -·
Proposed Reorganization 2016-2017
o CENTRALIZE STAFF • Ensure family engagement strategies remain central to turnaround efforts • Provide a cohesive frame\Nork and consistent professional development for the tean1 • Allocate staff support equit ably across schools
o AREAS OF FOCUS: • Increase direct work with families and school staff • Capacity building to expand parent leadership and rebuild trust across the district • Enhance communications to families, visibility and reliability of HPS in the community HPS Family, Student and Community Engagement ~ l,i/ ~ -· /
• Projected outcomes (next 12 months)
o Restructure and build department and school-level capacity to promote positive family interactions with HPS schools. o Increase HPS presence in the Holyoke community, by transforming the Student Assignment Center into a main hub and a distributed network of access points for communications and educational information for families across Holyoke o Strengthen key community partnerships (such as HELl) that expand opportunities for family engagement and lifelong learning. o Revise district policies and school procedures to address student attendance and punctuality issues o Complete the successful recruitment of students for Pre-K and Kindergarten, and for the new alternative school program starting in the fall 2016.
N -...] LevelS Schools 2015-16 Quarter 3 Report: Morgan Full Service Community School School Information Student Enrollment and Demographics Total SY 2015-16 Location Holyoke, Massachusetts 382 Enrollment Current Status LevelS Percentage SWDs 18% Receiver Name Dr. Stephen Zrike Percentage ELLs 39% Year Designated Level 5 20 13 Percentage Black 3% Percentage Year Designated Level 4 2010 93% Latino/Hispanic Grade Span PK-8 Percentage Asian 0% Percentage White 3% Number of Full-Time Staff in SY 2015-16 Percentage Multirace 1%
... •;· '!...~' ;-;: >;,;;r ·' ·~:,' ., '7':: PnqH()'. ~.. · ,., Priority Area 1: Recruitment and development of professional talent. Priority Area 2: Systems to support professional learning and responsiveness in practice. Priority Area 3: Creating a Center of Excellence for science, technology, engineering, and mathematics (STEM). Priority Area 4: Targeted and aligned resources. Priority Area 5: Enhancing and sustaining family and community engagement. Content provided by Receiver Stephen Zrike. Executive Summary A briefsummary ofthe turnaround efforts that have taken place in the third quarter, from January 2016 through March 2016.
Talent Development: In order to continually improve the professionalism of the Morgan faculty, the Morgan Full Service Community School (Morgan) leadership team is developing plans for peer observations of classroom instruction. The instructional leadership team (IL T) will oversee this process to embed it as a professional system for instructional improvement. In addition, all Morgan staff members continue to receive frequent feedback and coaching to improve teaching practice as it affects student outcomes. Core Instruction and Intervention: Morgan leadership has increased and tweaked teachers' daily professional development time to leverage standards-based planning using core instructional resources. There has been a particular emphasis on backward planning and developing lessons in a logical sequence because this was a need for the teachers identified in classroom observations and lesson plan review. In addition, the IL T and teachers have continued to refine the intervention block to identify and plan for specific instructional needs to advance student learning. Enrichment and Targeted Resources: Principal Lingsch and her leadership team are working with district office staff to expand their arsenal of specialized resources and interventions to better address the needs of students with disabilities. In addition, they have chosen a small set of high-leverage sheltered English instruction (SEI) strategies, aligned to their instructional focus,
28 Level 5 Schools Quarterly Report Morgan Full Service Community School-! to use as a focus for classroom observations a.1d feedback. Morgan has deveioped a weekly enrichment block for students to diversify their educational experience through offerings such as crochet, filmmaking, storytelling, American Sign Language, and recycled art. It is currently taking place on Fridays, with plans to expand and integrate enrichment more broadly next year.
Updates on Priority Areas Priority Area 1: Recruitment and development of professional talent.
Highlight: Morgan's Panorama Climate and Culture Survey collects anonymous data from students, teachers, school staff, and parents about perceptions of school safety, school climate, student support, and cultural competence. These data have been analyzed by the Morgan Culture and Climate Leadership Team in collaboration with the full faculty. The data indicate that the school made significant progress on all indicators in the "capable and collaborative teaching" domain during the last three administrations of the survey. From a review of these data, the leadership team determined a need to begin a strategy of peer classroom observations to share instructional strategies and develop instructional improvement throughout the school. The three content planning teams (English language arts PK-4, English language arts/SS 5-8, and mathematics and science 3- 8) have scheduled time for teams to participate in monthly peer observations. Next steps include ILT members calibrating a protocol and reporting on the peer observations in order to create an embedded system for instructional improvement. The areas of strength identified on the survey include adequate time for teachers to examine student work, professional development with opportunities to try new ideas, implementation of instructional strategies that meet diverse needs, administrator feedback on teaching, and teachers feeling prepared for the age level and subject they teach. Highlight: Ongoing observation and feedback continues through various modes: Principal and assistant principal use formal observations as a way to provide ongoing feedback to improve instructional practice. District directors (English language learners [ELL], English language arts and humanities, early childhood, and STEM) use a combination of formal feedback and coaching cycles to target specific cohorts of teachers in their designated content areas in order to provide feedback aimed at improving instructional practice. There are regular check-ins with administration to coordinate and communicate the work of the district directors. Administrators, district directors, coaches, and outside partners conduct monthly learning walks to identify schoolwide trends across content areas and inform next steps for data analysis, professional development, and coaching. Highlight: The school's mathematics coach is working collaboratively with the district STEM director to provide coaching to one of Morgan's new mathematics teachers that is struggling. This cycle includes a detailed six-week plan that has a slow gradual release of mathematics instruction from the coach to the teacher. The school's mathematics coach is providing guidance to the teacher, and the district director is providing feedback to the coach. The coach and STEM director then debrief with the administration. Challenge: Although Morgan has many systems in place to provide teachers with
29 Level 5 Schools Quarterly Report Morgan Full Service Community School-2 feedback and support for improving instruction, as well as a system to analyze data regularly, further refinements are needed to elevate instruction to close the gap in students' performance levels as rapidly as possible. Morgan will continue to monitor its their work with partners and district directors to make revisions, midcourse corrections, and adjustments to improve instructional delivery and outcomes for students. Priority Area 2: Systems to support professional learning and responsiveness in practice. Highlight: Morgan staff and leadership have increased and tweaked the daily morning professional development time to focus time on standards-based instructional planning. Coaches are coplanning with teams throughout the week. The coaches are meeting with teams on Wednesdays to determine the standard and objective for the following week using their core instructional resources (Reach for Reading, Envisions, Glencoe, and Expeditionary Learning). Planning continues on Thursdays and Fridays in small content area teams. This work is led by IL T members, including coaches and administrators. As part of this process, teachers are continuing to drill down to planning for rigorous student tasks and instructional supports to address students' needs. Highlight: Significant progress has been made on improving the structure of the school's intervention block. Middle school completed its fourth set of data analyses in February. Data has informed the fifth round of middle-school interventions to include the following instructional foci: Algebra 1 course, debate, Lexia Strategies, Focused Mathematics Readers, JogNog for Science, close reading strategies to identify author's purpose, compare and contrast texts, and explain reasoning on text-based evidence. In addition, in Grades K-5, teachers and staff continue to implement and improve the use ofLexia Core 5. Using initial data, they identified inconsistent use of program components by teachers, which negatively affected some of the growth. In order to improve consistency, building leaders developed an intentional tracking tool for teachers to use to maximize the use of the program for all students. Morgan has seen an increase in February's Lexia data, indicating an increase in the percentage of students that will meet the end-of-the-year benchmark, an increase in the percentage of students identified as at low risk for failure, and a decrease in the percentage of students at high risk for failure. A small cohort of students in Grades 3-5 has gained maximum fluency in addition and subtraction in the Reflex program. They have advanced to the multiplication/division fluency unit within the program. Highlight: IL T planning revealed that new teachers had difficulty utilizing the many English language arts resources (English language arts scope and sequence, pacing guides, unit assessments, formative assessment guides) to explicitly backward-plan all identified standards in a logical sequence. As a result, leaders have adjusted the monthly planning meetings to include an in-depth session for explicit backward planning in both the PK-4 and 5-8 English language arts cohorts. Challenge: In January, leaders and teachers identified three critical areas of weakness or need among students from the ANet2 mathematics data in Grades 5-7: (1) number systems (14 percent below the network), (2) fractions (1 0 percent below the network), and (3) ratios and proportions (10 percent below the network). Morgan partnered with Blueprint Math Fellows to set up tutoring for these targeted grades and areas. Tutoring was delayed, however, by challenges in tutor recruitment, and the services began on
30 Level 5 Schools Quarterly Report Morgan Full Service Community School-3 Mcrrch 9. Priority Area 3: Creating a Center of Excellence for science, technology, engineering, and mathematics (STEM). Highlight: As part of a new partnership with the National Science in Education Association, Scientist Evan Palmer-Young from UMASS Amherst will be a science ambassador to Morga.'1 classrooms. He is working with Grades 6 and 8 on invasive species and their evolution tied to climate change and the environment. Highlight: The STEM director and IL T members are currently participating in the Department of Elementary and Secondary Education Massachusetts Focus Academy course Learner Variability Through Universal Design (variability and how it applies in content areas) and will lead professional development for the ILT once the course is finished. Highlight: Initial STEM fair planning began with all Grades K-8. Teachers and leaders updated the STEM handbook with a timeline for all teachers in Grades 3- 8. All students in Grades 3-8 have chosen their topics. Topics had to be real-world problems in one of the four main science domains: earth, life, physical, and technology/engineering. Challenge: Core instruction for English language arts and mathematics continue to be a major area of focus for school leaders and the ILT. The STEM key strategies are not a current schoolwide priority; all grade levels are, however, integrating STEM challenges weekly, biweekly, or monthly into classroom practice and showing improvement in the design process. Between 67 and 90 percent of students across all grades have scored either a 3 or a 4 on the last STEM challenge rubric.
Priority Area 4: Targeted and aligned resources. Highlight: The ELL director and administrators are conducting weekly classroom observations and holding debriefing sessions with the staff using a small set of focus elements from the SEI smartcard that are aligned to the school's instructional focus. This has both provided teachers with focused feedback on high leverage SEI strategies and informed the ongoing professional development for all English as a second language and special education teachers. Highlight: As a result of participating in the district's full-school-day training, the Morgan team identified the lack of enrichment opportunities for students as an area of need. As a first step for this year, Morgan has instituted Enrichment Fridays during which teachers use the intervention block for the following activities led by Morgan teachers: crochet, Amherst Cinema filmmaking, storytelling/story acting, American Sign Language, no-bake recipes, and recycled art projects. The plan is to improve and expand this learning experience with the goal of increasing student voice and choice in enrichment activities. Highlight: As part of problem solving to meet the individual needs of students, Morgan leaders worked with the district to provide specialized training opportunities for special education teachers. Morgan began using the Sonday System guides for beginning reading, writing, and spelling instruction and reading intervention. The system is being used for small-group special education intervention in Grades 6 and 7. Morgan will
31 Level 5 Schools Quarterly Report Morgan Full Service Community School--4 continue to integrate resources that address specialized instructional targets as needed. Challenge: Although Morgan teachers have the foundations for specialized training, there is a gap in the staffs knowledge base and repertoire to close the gaps of both the ELL and special education students. Morgan staff will continue to work with the appropriate district directors and coaches to improve the staffs knowledge base and repertoire.
Priority Area 5: Enhancing and sustaining family and community engagement. Highlight: The Parent-Child Home Program is a 23-week program in a two-year cycle that services low-income families. It targets the young children in these homes, as early as 16 months to 3.6 years of age, before the children enter prekindergarten. Home visitors visit the families twice a week and provide educational toys, books, and resources to build school readiness through playing and reading. Morgan is currently serving 10 families of students who will eventually attend Morgan's PK program. Highlight: An English for Speakers of Other Languages class has been offered to all Morgan families. The course is run by the Valley Opportunity Council as an extension of their partnership with Morgan. The course is designed to teach the ELL families the necessary English language skills so they are able to support their child's academics and further their own education. Currently there are six families participating in this cohort. Highlight: The Parent Volunteer Program is part of Morgan's family engagement efforts to increase and sustain family involvement at the school. The goal of the program is to recruit parent leaders to become active participants in the school's family engagement work. This creates opportunities for parents to be part of the daily culture of the school, because they are given roles and responsibilities, trainings to develop new skills, and resources to be able to support learning at school and at home. There are currently five active parents in Morgan's volunteer program. Challenge: Morgan offers various programs and opportunities for families to participate in the school regularly. It is evident that attendance is higher for the activities that focus on building school culture and lower for the academically focused events. The school continues to attract the same small group of parents for the academically focused opportunities. Staff will continue to work through the Full Service Community School model to increase parent participation in the academic arena.
Level 5 Schools Quarterly Report Morgan Full Service Community School-S 32 Level 5 Schools 2015-16 Quarter 3 Report Updates on Benchmarks: Morgan Full Service Community School Please indicate the current status ofeach benchmark and provide comments and evidence to support each status. Please use one ofthefollowing status labels: Complete, In progression track, In progress/delayed, On hold, Not yet started/projected on track, Not yet started/projected offtrack Priority Area 1: Recruitment and Development of Professional Talent Benchmark Ql Status Q2 Status Current Comments and Evidence Status 1.1: By October 1, 2015, Not yet In In progress/ Through the use of Morgan coaches and administrators started/ progress/ on track administrators, academic coaches, will develop a cycle for projected on track and district Teaching and Learning instructional monitoring, co- on track Team leaders, all Morgan teachers teaching and feedback as a are receiving feedback regularly continuous cycle of through a coaching model. All improvement for all staff. Morgan teachers have an assigned This will be monitored observer and receive feedback quarterly by the IL T. weekly, biweekly, or monthly, as determined by identified need. The school instructional leadership team (IL T) has begun meeting on the instructional focus and curriculum issues and helping teachers develop lessons that focus on student engagement strategies aligned to the newly developed instructional focus; observers have begun providing teachers feedback on the basis of those strategies. The IL T has begun to use the schoolwide focus to provide feedback and support professional development activities and common planning sessions and will move to a focus on monitoring instructional improvement efforts in the coming quarter. 1.2a: By October 1, 2015, In Complete Complete all teachers will have progress/ completed their self- on track assessment. 1.2b: By November 1, 2015, Not yet In Complete All teachers have completed all teachers will have started/ progress/ student learning goals and approved student learning projected on track professional practice goals. The goals and professional on track Morgan administrative team has practice goals aligned to met with teachers to provide
Level 5 Schools Quarter 3 Report Morgan Full Service Community School- I 33 / school goals/priorities. I feedback toward their goals. All ' student learning and professional practice goals have been approved. Sample goals: Student Learning: • 100% of all third graders will show growth from the ' ' ' ' preassessment io the postassessment for each unit, with 50% of all third graders receiving a score of proficient or higher (70% or above) on at least three of the eight unit assessments. • When taking ANet assessments (Al- A4), third-grade students will improve the overall percentage on 3.NF.2b (21% last year), 3.MD.7c (25% last year) and 3.0A.8 (36% last year) by at least 10 percentage points for each standard. Professional Practice 100% of teachers will conduct at least three home visits during the year.
1.3: Beginning on Not yet In In progress/ Morgan administrators and September 30, 2015, and started/ progress/ on track academic coaches conduct weekly throughout the year, projected on track learning walks and discuss bite- administrators and coaches on track sized feedback to ensure that will conduct (at least once feedback is calibrated across team weekly) collaborative members to support teachers in learning walks to calibrate delivering increasingly effective their instructional lens. instruction. Learning walks also consist of district directors and key academic partners such as ANET and SchoolWorks. 1.4: Administrators will Not yet In In progress/ The principal and STEM director design and implement a started/ progress/ on track are each visiting eight classrooms schedule no later than projected delayed per week and providing face-to- October 1, 2015, to observe on track face feedback to at least half. This at least 10 teachers per schedule will ensure that each week, with at least 50% of teacher receives feedback within a these visits resulting in face- two-week cycle. The district to-face meetings around Teaching and Learning Team also improvement in provides feedback to a select group instructional practices. of teachers regularly. 1.5: Coaches will design a In In In progress/ Each coach (mathematics and schedule no later than progress/ progress/ on track English language arts) has five
34 Level 5 Schools Quarter 3 Report Morgan Full Service Community School-2 October 1, 2015, to observe on track on track teachers assigned to her or him in a 5 teachers per week with two-week cycle with whom they 100% of these visits meet face to face to discuss resulting in face-to-face improvement of instructional meetings around practices. As a team, administrators improvement in and coaches review the feedback instructional practices. data every two weeks and determine appropriate next steps for coaches and the teachers with whom they work. Administration uses formative data to help determine coaching cycles. In March, the mathematics coach's schedule was changed to complete a four-week intensive coaching cycle with a middle school teacher.
Level 5 Schools Quarter 3 Report Morgan Full Service Community School-3 35 Prioritv Area 2: Systems to Suppm't Professional Learning and Responsiveness in Pr.tctice " I Benchmark Ql Status Q2 Status Current Comments and Evidence Status 12.1a : During August PD Complete Complete Complete 2015, curriculum maps are I introduced to staff for ELA, math, science. and social I I • I I studies I 2.1b: By September 2015 In In In progress/ All observers look for evidence of (and ongoing), progress/ progress/ on track the core instructional materials in administrators, coaches and on track on track English language arts, mathematics, staff will monitor the and science and then give feedback implementation and use of around the delivery of content and these maps through regular scaffolding strategies to impact classroom visits (see student outcomes. Priority Area 1). 2.2: By September 2015 In In In progress/ (and ongoing), students will progress/ progress/ on track These are the current interventions: be assigned (as part of on track on track Lexia Core 5 (K-5), Algebra 1 classroom reviews) to tiered course (6-8), Focused Mathematics instructional groups which Readers ( 6-7), Lexia Strategies ( 6- are flexible. Every six 8), Debate (7-8), Reflex (3-5), and weeks throughout the year, JogNog for Science (8). Groupings these groups will be were readjusted using current data reevaluated and students during the week of February 22.
u.rill hCJo r~IJIC'C1n-nArl IJIC' t'HloA,..tA,.t "' J.J..a. '-''"" J. ~u,.,_,.JOJ.OJ.J."'""' U.-.7 J.J.'""'""u""u based upon student assessments including BAS/F & P, ANET, SRis, DB As. 2.3 : Beginning October Not yet In In progress/ Daily professional development and 2015 (and ongoing), started/ progress/ on track team time is allotted to all teachers administrators and coaches projected on track (7:30-8:15). The ILT has designed will lead teacher teams to on track structured content planning use data from curriculum meetings on Thursdays and Fridays. based benchmark The student support team meets to assessments monthly and discuss various grade levels or quarterly including BAS/F students on Tuesdays and & P, ANET, SRis, DBAs to Wednesdays. Mondays are used for monitor student progress various topics, such as data toward standards and to reflection meetings and formative plan appropriate assessment reflection directory. instructional shifts. 2.4a: By January 2016, at Not yet In Completed Each grade completes unit least 45% of students will started/ progress/ assessments in English language show improved academic projected on track arts. At least 45% of students outcomes on skills based on track schoolwide have shown assessments/curriculum improvement on benchmarks. Grade levels in which a smaller
36 Level 5 Schools Quarter 3 Report Morgan Full Service Community School-4 based assessments. number are scoring proficient or advanced are receiving small-group instruction in English language arts. The average proficiency through half of the units is as follows: K=74% 1st= 50% 2nd=23% 3rd =55% 4th= 24% 5th= 45% 6th= 52% 7th= 44% 8th= 39% 2.4b: By June 2016, 80% of Not yet In In progress/ See 2.4a. students will show started/ progress/ on track improved academic projected on track outcomes on skills based on track assessments/curriculum based assessments.
Level 5 Schools Quarter 3 Report Morgan Full Service Community School-S 37 Priority Area 3: Creating a Center of Excellence for Science, Technology, Engineering, and Mathematics (STEM) I Benchmark Ql Status Q2 Status Current Comments and Evidence Status 3.1: By August 31, 2015, the Complete In Complete The STEM director is monitoring
class schedule for grades K- 1 1 progress/ I STEM pacing by reviewing weekly I 5 will reflect a 50% increase on track lesson plans and making weekly in STEM instruction learning walks to science compared to the 2014-15 classrooms and provides feedback school year. The STEM to teachers in this domain. This Director will monitor K- 5 year's science schedule has created classes to ensure the STEM an opportunity for more STEM instruction is being instruction. implemented as scheduled. 3.2a: By January 2016, 60% Not yet In Complete Percentage of students scoring a 3 of students in K- 8 will started/ progress/ or 4 on rubric of last STEM demonstrate an increase in projected delayed Challenge: their understanding of on track K = 86% STEM practices as measured by challenge 1st = 62% specific student reflection 2nd= 70% sheets (scored with a rubric). 3rd = 67% 4th = 86 percent 5th= 72 percent 6th = 86 percent 7th = 83 percent 8th = 90 percent
3.2b: By June 2016, 100% Not yet In In progress/ Students continue to complete of students in K- 8 will started/ progress/ on track STEM challenges on a weekly or demonstrate an increase in projected delayed biweekly cycle. Each challenge is their understanding of on track accompanied with a student STEM practices as reflection sheet and rubric. Rubric measured by challenge grading is showing an increase in specific student reflection proficiency at all grade levels. The sheets (scored with a culminating STEM challenge will rubric). be assessed at the STEM fair in June. 3.3: By June 20 16, 100% of Not yet In In progress/ In February, a full staff meeting students in all grades will started/ progress/ on track was run by Morgan's STEM contribute to the completion projected delayed director to check progress and of a STEM Fair project that on track current selection of topics and is created through multiple needs. All students in Grades 3-8 content classes around one have chosen their topics. of the four STEM areas.
38 Level 5 Schools Quarter 3 Report Morgan Full Service Community School-6 3.4: By August 31 , 2015, Complete In In progress/ School leaders plan to provide more STEM teachers in Grades 3- progress/ on track professional development for 8 will be provided training on track project-based learning in spring and support for project- 2016. Currently, all science based learning and the teachers receive feedback on all meaningful incorporation of lesson plans on problem-based technology into daily learning and technology. Their instruction as measured by assigned observers are providing the weekly lesson plan feedback as part of their routine monitoring tool. observations. 3.5: By October 2015, Not yet In In progress/ Ended at conclusion of first Morgan will create an started/ progress/ delayed semester of Connections to extracurricular club with a projected on track accommodate the college schedule STEM Focus that will meet on track and will resume third and final three times weekly for the session of Connections. remainder of the school year.
Level 5 Schools Quarter 3 Report Morgan Full Service Community School-7 39 Priority Area 4: Targeted and Aligned Resources Benchmark Ql Status Q2 Status Current Comments and Evidence Status 4.1a: By January 2016, 50% Not yet In In progress/ See slide 8 of data slide deck. ofPre-K students will meet started/ progress delayed Although more than 50% of the minimum requirements projected I Morgan PK students are on track in I for Kindergarten readiness. on track Talking and Thinking, and more than 50% ofthe VOC PK students are on track in Talking and Listening, fewer than 50% are on track in reading in either program. 4.1b: By June 2016,80% of Not yet In In progress/ Reading buddies has been Pre-K students will meet the started/ progress/ delayed implemented with both PK classes. minimum requirements for projected delayed This allows PK students to read Kindergarten readiness. on track with kindergarten students every day. This practice will increase reading levels in both programs.
4.2: By the beginning of In In In progress/ Through the collaboration of special October 2015 (and progress/ progress/ on track education teachers, counselors, and ongoing), IEP and 504 Plans on track on track the school's educational team leader for all students with (ETL), all current staff members are disabilities will be reviewed, aware of students' disabilities and and will be implemented their goals, and teams collaborate to and monitored. A team will develop lesson plans to provide surface goals for all students scaffolds to meet their goals. School with IEPs and 504s that will and central office administrators are be shared with all service working closely together to provide providers. coaching and support for the new ETL to ensure this process continues and deadlines are met. 4.3: By September 2015 In In In progress/ Morgan administrators and the (and ongoing), 80% of progress/ progress/ on track district ELL director have teachers will use SEI on track delayed conducted three specific SEI strategies with their English learning walks this quarter and have language learners to support visited mathematics, science, ESL, English language acquisition and special education teachers. 92% across the content areas, as of teachers pose high-quality monitored through the SEI questions for students to discuss. Card, observations, and/or lesson plan review. 4.4: By October 2015 (and In In In progress/ Morgan administrators and the ongoing), 90% of students progress/ progress/ on track district ELL director have will be seen engaged in on track delayed conducted three specific SEI student-to-student discourse learning walks this quarter and have opportunities (such as tum- visited mathematics, science, ESL, and-talk, think-pair-share, and special education teachers.
40 Level 5 Schools Quarter 3 Report Morgan Full Service Community School-8 think-pair-write-square) to 100% of teachers provide negotiate understanding of opportunities for students to talk content. with their peers.
Level 5 Schools Quarter 3 Report Morgan Full Service Community School-9 41 Priority Area 5: Enhancin2 and Sustainin2 Family and Community En2a2ement ' - _:-- -c-- ....; Benchmark Ql Status Q2 Status Current Comments and Evidence Status 5.1: September 2015 (and In In In progress/ Currently, PCHP visitors work with ongoing), PCHP continues progress/o progress/ on track families to teach them how to read to work with families in n track on track and play with their children at support of the development , home. The assessments will be ' ofPre-K readiness skills as ' ' completed at the end of program in measured by both the PACT June. and CBT end of program assessments. 5.2: By June 2016, 100% of Not yet In In progress/ As ofthe end of February, 46% of families will attend at least started/ progress/ delayed families have attended at least one one school and/or teacher projected on track school event. Events include open academic event that will on track house, second-grade poetry reading, reflect an increase from 85% third-grade Thanksgiving dinner, in the 2014- 20 15 school fourth-grade holiday store, Puerto year. By January, it is Rico celebration, and six family fun expected that at least 75% of nights. parents have attended at least one school event. 5.3a: By September 10, In Complete C
42 Level 5 Schools Quarter 3 Report Morgan Full Service Community School-1 0 Special Education
Special Education Review
On Thursday, May 12, 2016, representatives from the Urban Special Education Leadership Collaborative will share the results of their review of the Holyoke Public Schools Special Education Program.
Meeting Place:
Holyoke High School
Meeting Time:
3:30 pm - 4:30 pm - Holyoke Public School Staff Only
6:00pm- 7:30 pm- Families and Community Stakeholders
Please join us to learn about their recommendations and the implications for our work with diverse learners. Please share with your community.
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~ w Summer learning Learn Strengthen academic skills and return matters. to school prepared to succeed
Students lose an average of 2 months of learning over t he summer. Discover Explore new activities in science, arts, sports, and more
Connect Spend time with classmates and meet new friends
II II o --o Transportation Breakfast and provided when ind1cated Space is lim1ted in 44 lunch provided by district policy all programs Summer Scholars at Holyoke Public Schools
LAUNCH: Elementary School Programs Additional Programs For students entering 2nd-5th grade For students entering PK-5th Grade Power Scholars Program Summer Excelsior Program
Power Scholars Academy™ is a powerful program that combines The Summer Excelsior Program provides interactive learning and academics (literacy and math) with fun and engaging enrichment enrichment experiences for students with IEPs who qualify for activities to ensure all scholars (children) reach their full potential - extended school year services. Ove r the summer, students will academically and socially. Scholars will gain critical skills over the 5-week participate in personalized learning experiences and work towards program, allowing them to return to school in the fall prepared for their individual goals, ensuring that they're prepared to succeed when academic and social success. Mornings will be spent in engaging and they return to school in the fall. Peer partner slots are avai lable based interactive academic activities lead by certified teachers. Afternoons on enrollment. will focus on physical activity and enrichment, such as arts, sports and dance. Fridays will be filled with field trips, guest speakers, field days Dates: July 5, 2016 - August 4, 2016 and more. Over the summer, students will spend time building their K-12 Times: Monday-Thursday, 9am - 1pm (Grades K-12) reading and math stamina and confidence while learning new skills. PreK Times: 9am- 11am or 11am- 1pm This program is provided in partnership with the Greater Holyoke YMCA and BELL (Building Educated Leaders for Life) *Pre K students receive either breakfast or lunch depending on the session they attend Dates: July 5, 2016 - August 5, 2016 Locations: EN White School or Jericho- depending on student needs Times: Monday- Friday, 8:30am - 3pm and/or grade level per IEP locations: Kelly School and Peck School Transportation: Provided for students with I EPs Who can attend? HPS Principals and Teachers will lead a selection Who can attend? Students with IEPs who qualify for ESY se rvices. process based on interest, commitment to learning, and academic ability Peer partners slots may be available based on enrollment. For additional information contact Jennifer Gilburg, For additional information contact Jennifer Baribeau, (413) YMCA, (413) 534-5631, [email protected] 534-2008, [email protected] Holyoke Summer Strings Program Sullivan Summer Program The Summer Strings program provides group violin, cello, guitar, and The Sullivan Summer Program brings reading to life for students voice lessons to students in Holyoke Public Schools. In addition to through guided reading lessons, engaging conversations about learning an instrument, student will have opportunities to practice literary characters, and opportunities to write about connections yoga, partici pate in dance classes, sing, and take part in a variety of between their lives and the stories they're reading. In addition creative language arts activities. The program is also open to students to working towards personalized learning goals throughout the who already play an instrument and are looking to improve their skills. program, students will participate in a range of extracurricular Instruments are included for all participants. activities including gardening, cooking, dance fitness, and field trips to local destinations. By the end of the program, students will have Dates: July 11, 2016 -July 28, 2016 discovered a range of new activities, completed their summer read in g challenge, and developed a love for reading. Times: TBD Locations: TBD Dates: July 5, 2016- July 29, 2016 Who can attend? Students en tering grades K-5. No experience or Times: Monday - Friday, Sam - 1 30pm instrument is necessary! location: Sullivan School For additional informat ion contact Jenifer Gelineau at Who can attend? This program is for Sullivan School students. [email protected] or call (413) 559-1026 to Teachers w ill lead a selection process based on interest and reading see if this is the right fit for your HPS student ability. For additional information contact John Breish, Su llivan School, (413) 534 2061, jbreish@hps holyoke ma us
45 Summer learning Learn Strengthen academic ski lls and return matters. to school prepared to succeed
Students lose an average of 2 months of learning over the summer. Discover Explore new activities in science, arts, sports, and more
Connect Spend time with classmates and meet new friends
Transportation Breakfast and provided when indicated Space is limited in 46 lunch provided by district policy all programs Summer Scholars at Holyoke Public Schools
play and will perform it for family and friends on a beautiful outdoor CONNECTIONS: Middle School Programs performance space, located on the grounds of The Center for For students entering 6th-8th grade Renaissance Studies at UMass Amherst. In addition to field trips with other CONNECTIONS programs, students in the Youth and Shakespeare An Adventure in Learning: A CONNECTIONS Program Academy will have the opportunity to visit UMass Amherst and Mt. An Adventure in Learning is an activity-based program that brings Holyoke College as part of their Access to College campus experience. academic skills, including math problem solving, science, and verbal Dates: July 5, 2016- August 4, 2016 communication into daily activities. Students participate in enrichment clubs, where they acquire new vocabulary and improve their writing Times: Monday- Thursday, 8:30am- 1pm skills wh ile engaging in athletics and team building games. Through Location: Peck School hand-on activities, students wi ll explore the college and career pathways Who can attend? Students who are interested in theater/creative arts that await them while gaining skills for high school success. During For additional information contact: Jorge Castellano or weekly field trips and team-based learning activities, students will Stacey Funston, (413) 534-2168 [email protected]. improve their communication skills, make new friends, and learn to ma.us or [email protected] work together to achieve their goals. Dates: July 5, 2016- August 4, 2016 ADDITIONAL PROGRAMS Times: Monday- Thursday, 8:30am- 1pm For students entering 6th-8th grade Location: Peck School Summer Excelsior Program Who can attend? Students entering 6th-8th grade looking to have fu n, make friends, and build new skills The Summer Excelsior Program provides interactive learning and For additional information contact Jorge Castellano or enrichment experiences for students with IEPs who qualify for extended Stacey Funston, (413) 534-2168 [email protected]. school year services. Over the summer, students will participate in ma.us or [email protected] personalized learning experiences and work towards their individual goals, ensuring that they're prepared to succeed when they return to Zero Robotics Program: A CONNECTIONS Program school in the fall. Peer partner slots are available based on enrollment. Zero Robotics is a 5-week intensive program for students interested in Dates: July 5, 2016- August 4, 2016 Science, Technology, Engineering, and Mathematics (STEM) provided K-12 Times: Monday-Thursday, 9am- 1pm (Grades K-12) in partnership with MIT, NASA and MAP (Massachusetts Afterschool Partnership). Students will learn the basics of computer programming PreK Times: 9am- 11am or 11am- 1pm and will program their own "SPHERES" (Synchronized Position Hold *Pre K students receive either breakfast or lunch depending on the Engage and Reorient Experimental Satellites), which are located inside session they attend the International Space Station . Students will program their SPHERES Locations: EN White School or Jericho - depending on student needs to address a cha llenge and will compete with other students around and/or grade level per IEP the state for the best designs. The winners wi ll compete in a live Transportation: Provided for students with IEPs championship hosted by an astronaut onboard the ISS. Students will be exposed to new possibilities for pursuing careers in STEM fields and will Who can attend? Students with IEPs who qualify for ESY services. Peer interact with professionals in these fields. Students in the Zero Robotics partners slots may be available based on enrollment. Program wi ll also have the opportunity to take part in Thursday field trips For additional information contact Jennifer Baribeau, (413) with middle school students in the Adventures in Learning program. 534-2008, [email protected]. us Dates: July 5, 2016- August 4, 2016 Holyoke Summer Strings for the Advancing Student Times: Monday- Thursday, 8:30am- 1pm The Summer Strings program provides group lessons and performance Location: Peck School opportunities to Holyoke Public Schools students with musical experience who are looking to improve their ski lls. The program will Who can attend? Students entering 6th-8th grade who are interested place students into small groups, where they will focus on advancing in STEM fields instrumental techniques, music theory, and chamber music ensemble For additional information contact Jorge Castellano or skills. Students will end their two week session with a public Stacey Funston, (413) 534 2168 [email protected] performance at the Farmer's Market on High Street. ma.us or [email protected] Dates: June 27, 2016- July 7th, 2016 Youth and Shakespeare Academy: An Enchanted Circle Theater/CONNECTIONS Program Times: TBD Location: TBD This five-week intensive program offers exciting and unique exposure to Shakespearean literature designed specifically for middle school Who can attend? Students entering grades 6-12 with experience students. Participants will learn and explore Shakespearean language, playing a violin, viola, cel lo, guitar, or voice stage combat and public speaking . Along the way, they will build a For additional information contact Jenifer Gelineau at 4 ~hesive community and discover that they can rise to great heights. [email protected] or call (413) 559-1026 to see if Students will read and write their own vignette from a Shakespearean this is the right f it for your HPS student Learn the skills and Learn Strengthen academic skills and return strategies to school prepared to succeed you need to succeed. Discover Summer Scholars programs Explore college and provide opportunities to career pathways acce lerate your learning, recover credits, and build leadersh ip skills. Connect Spend time with classmates and meet new friends
Cost: 1111 FREE •I o ..... a- Transportation *Except pa id summer school courses at HHS Breakfast and provided when indicated Space is limited in lunch provided by district policy all programs 48 Summer Scholars at Holyoke Public Schools
Programs for students entering 9th grade Location: Holyoke High School Who can attend? Students enteri ng 9th grade who are designated Build your skills for the 9th grade academy as English Language Learners 9th Grade Readiness Program For additional information contact : Anna Lugo, Director of ELE, The 9th grade read iness program provides media rich instruction to (413) 534-2000 ext. 214, [email protected] help students learn the skills they need to succeed in high school. Through the PLATO credit recove ry program, students have the Programs for high school students opportunity to learn in a new way and gain credit for core courses . Teachers will use personalized strategies to assist students and Deepen your learning and stay on track to make sure they understand the material. graduate Dates: July 5, 2016- August 4, 2016 Youth leadership Camp
Times: Monday- Thursday, 8:30am - 1pm The Youth Leadersh ip Camp is a 5-week leadership enrichment Location: Holyoke High School program designed to develop the future leaders of our community. Students will growth their leadership skills, gain awareness of Who can attend? Students who have failed one or more core community issues, develop an appreciation for diversity in our subjects in 8th grade and need to demonstrate mastery in core community, and build a commitment to lifelong involvement content to progress to 9th grade in community service. Students will increase their personal For additional information contact: Gina Roy, understanding of each individ ual's unique gifts and talents, explore (413) 534-2000 ext. 268, [email protected] different leadership styles, and gain leadership experience by 9th Grade Summer Acceleration Program, A leading activities and service projects for peers and middle school students. Through dynamic instruction, meaningful service projects, CONNECTIONS Program mentorship, and field trips, this program helps young leaders The 9th Grade Summer Acceleration Program prepares students recognize and grow their potential. for high school by linking classroom learning experiences to the Dates: July 5, 2016- August 4, 2016 real world through field trips and hands-on activities. Over the course of the program, students will participate in service learning Times: Monday - Thursday, 8:30am- 1pm opportunities, explore college and career options, and engage in Location: Holyoke Community College team-building activities while gaining skills in math, science, and ELA . The program will give students a head start on high school Who can attend? Teachers will nominate students for the camp learning by introducing 9th grade concepts, ensuring that students based on leadership potential will be ready to excel when they arrive at school in the faiL For additional information contact: Jorge Castellano or Stacey Funston, (413) 534-2168, [email protected] Dates: July 5, 2016- August 4, 2016 or [email protected] Times: Monday- Thursday, 8:30am- 1pm High School MCAS Summer Success Academy, A Location: Holyoke High School CONNECTIONS Program
Who can attend? Students entering 9th grade at Holyoke High The Summer Success Academy combines classroom instruction with who want to build academic skil ls to prepare for high school activity-based learning to help students gain the credits needed For additional information contact : Jorge Castellano or to graduate. In addition to persona li zed instruction that w ill help Stacey Funston, (413) 534-2168, [email protected]. students understand the material, participants will enjoy field ma us or [email protected] trips and career readiness workshops to explore the college and career options available to them after graduation. Upon successful ELL Summer of Power Academy completion of this program, eligible students will recover academic Through small group literacy tutorials, targeted academic writing credits in either ELA or Math through Plato Credit Recovery. instruction, and project based workshops, students will explore Dates: July 5, 2016- August 4, 2016 the col lege and career pathways that await them after graduation as they strengthen their English proficiency. The program includes Times: Monday-Thursday (with possible Friday field trips), 8:30am- 1pm field trips and visits to community service sites linking learning Location: Holyoke High School with life experiences that enable students to build college and career readiness skills and prepare for high school. Through their Who can attend? Students from HHS or Dean who scored below pa rticipation and attendance, students w ill have the opportunity to 220 on the grade 10 ELA or Mathematics MCAS earn 2.5 high school credits and a $50 gift card each week of the For additional information contact. Jorge Castellano or Sta cey program. Funston, (413) 534-2168, [email protected] or Dates: July 5, 2016- August 5, 2016 [email protected]
49imes: Monday- Thursday, 830am-2:30pm Summer Scholars at Holyoke Public Schools
STEM Expeditions Project at Dean Tech Pathways Summer Program
Holyoke Community College is recruiting 25 rising junior and Pathways Summer Program will provide the opportunity for students senior students for a Summer STEM Expeditions Project. STEM to take blended learning classes and credit recovery courses. In Expeditions allows you to learn more about the college experience addition to personalized instruction, students will experience career while exploring STEM career fields including health sciences, forensic read iness workshops to explore college and career options available science, engineering, mathematics, clean energy, life sciences, and to them after graduation biotechnology. Students will participate in field trips, listen to guest Dates: July 11,2016 -August 11,2016 speakers, learn about financial literacy, explore college opportunities, and grow their STEM knowledge Transportation w ill be provided for Times: Monday- Thursday, 8:30am - 1pm pick up/drop off at several locations around the city. Location: Holyoke High School
Dates: July 11,2016 -August 10,2016 Who can attend? Students enrolled in Pathways or by Guidance Times: Monday- Thursday, 1pm -4pm Counselor recommendation
Location: Holyoke Community College For additional information contact: Freddy Andujar, Pathways Coordinator, (413) 627-4130, [email protected] Who can attend? Rising junior and senior students who are interested in STEM Holyoke Summer Strings for the Advancing Student For additional information contact HCC STEM Project The Summer Strings program provides group lessons and Administrator, Carolyn Gardner-Thomas, performance opportunities to Holyoke Public Schools students with 413-552-2257 or [email protected] musical experience who are looking to improve their skills. The program will place students into small groups, where they will focus Career Summer Program at Holyoke Community College on advancing instrumental techniques, music theory, and chamber Are you a Dean Tech student looking to gain college experience? The music ensemble skills. Students will end their two week session with Career Summer Program offers Dean Tech students the opportunity a public performance at the Farmer's Market on High Street. to enroll in a free college course prior to graduation. The program Dates: June 27, 2016 -July 7th, 2016 gives students an opportunity to explore career interests and prepare for college-level work. Course offerings include Career Planning, Times: TBD Computer Applications, lntro to Health Careers, lntro to Hospitality, Location: TBD lntro to Forensic Science, and lntro to Robotics. Who can attend? Students entering grades 6-12 with experience Dates: July 11, 2016- August 10, 2016 playing a violin, viola, cello, guitar, or voice Times: Varies by course For additional information contact Jenifer Gelineau at Location: Holyoke Community College [email protected] or call (413) 559-1026 to see if this is the right fit for your HPS student Who can attend? Current Dean Tech students as well as those who are graduating in June 2016 and enrolling at HCC For more information contact Heidi Rademacher at (413) 552-2250 or email [email protected] High School Summer School (paid courses)
Summer school courses give students the opportunity to recover credits and remain on track for graduation. Students are able to retake any course that they did not pass during any year of their high school career. Students who successfully complete the program will earn the designated high school credits.
Dates; Ju ly 5, 2016- August 4, 2016
Ti mes: Monday- Thursday, Session 1: 7:30am- 10 lOam, Session 2: 1020am -1 OOpm
Location: Holyoke High School
Cost: $150/course/session ($200 non Holyoke resident)
Who can attend? Any high school student who has received an F+ in a course he/she needs to pass in order to graduate. Students from other districts are welcome to participate in this program. For additional information contact: Stephen Sullivan, Principal, Holyoke High School, (413) 534-2020, [email protected] 50 10 Frequently Asked Questions RE: the Holyoke Freshman Academy 4.24.16
(1) What is the Holyoke Freshman Academy? The Holyoke Freshman Academy will serve all new ninth grade students at Holyoke High School (HHS) in 2016-2017. The Freshman Academy is an organizational structure to ensure a more personalized, supported and integrated learning experience. The Freshman Academy will consist of three teams of approximately 120 students, each with a set of four core teachers in English language arts, mathematics, science and social science. It is anticipated that class size in core classes will range from 20-24 students, on average; and that elective and physical education courses will maintain current school-wide ranges of 24-28 students and 35 students respectively.
The distinguishing aspect of the freshman experience will be the intentional inter-disciplinary projects, making the learning more meaningful and relevant. This will include an expansion of the successful ethnic studies program launched this school year in HPS's 81h grade social studies classrooms. Use of ethnic studies as an approach for instruction in the teaching of Humanities- English I and U.S. History t will be piloted in the Freshman Academy in 2016-2017.
The Holyoke Freshman Academy will sponsor events and incentives to maximize the team experience of competition and collaboration. This will launch with a three-day orientation for all incoming ninth grade students on August 23, 24, and 25, 2016 at Holyoke High School from 8:00-11:00 a.m.
Holyoke Freshman Academy Student Team selection will be informed through (1) the course selection process, (2) input from the sending school and (3) student learning needs. Each Freshman Academy Teaching Team will support advanced and standard level coursework allowing for a heterogeneous grouping of students, while also providing differentiated sections within each team to meet the various needs of learners.
(2) Will there continue to be advanced I honors I accelerated coursework for freshman students at Holyoke High School? Yes! Accelerated courses in mathematics will be offered as part of the Holyoke Freshman Academy. Placement examinations are offered on April 30 and May 7, 2016. Please contact Charlene Mahoney, Mathematics Department Chair, at [email protected] .us or 413-534-2020 ext. 1156, for registration or additional information.
Honors classes will be offered for Algebra I, English I, U.S. History I, and Biology I. Criteria for placement 1 in Honors level courses include PARCC/MCAS scores, assessments, and 8 h grade teacher recommendation. Parent requests are insufficient for placement in honors-level courses. Criteria for consideration will be reported through the course selection sheet.
1 51 Standard courses and honors courses are both pathways to Advanced Placement and Dual Enro ll ment opportunities in grades 10-12 based on student performance.
(3) What is the typical course work for students in the Freshman Academy? Students will have four year-long core courses in English Language Arts, United States History, Algebra or Geometry, and Biology. All freshman students will take one semester each of Physical Education and Health. In add ition, each student is offered two course electives per year. Based on individual student needs, an intervention course in literacy may replace one of the electives. See sample course selections for students within the Freshman Academy at the end of this document.
1 Course selection is currently underway for current Holyoke Public School 8 h grade students. Holyoke 1 High Schoo l and 8 h grade counselors are supporting students' efforts to identify course preferences prior to May 13, 2016. Holyoke High School counselors will be working with parochial schools on May 17 and May 23, 2016. These initial conversations help to inform the soon-to-be freshman's individual learning plans.
(4} What is Explorations? Is it required for all students in the Freshman Academy? Explorations is an 18-week elective (5 credit) course focused on "exploring" career pathways. This elective course is open only to ninth-grade students within the Holyoke Freshman Academy. Students may se lect Explorations as one of their two elective courses during the freshman year of study. The course will consist of six 3-week unit experiences; 5 units will be informed by student choice, as long as at least one unit is a non-traditional gender pathway as mandated by the state Chapter 74 career education program regu lations. Current options include:
o Introduction to Automotive Collision Repair o Introduction to Automotive I Diese l Technology o Introduction to Carpentry o Introduction to Cosmetology o Introduction to Cu linary Arts o Introduction to Electrical o Introduction to Graphic Communications o Introduction to Health Services o Introduction to Metal Fabrication and Welding o Introduction to Precision Manufacturing o Introduction to Programming, Web Design and Networking o Introduction to Business o Introduction to Computer Science o Introduction to Engineering
Th is elective course will meet at Dean Technical High School {DTHS) during a double-block period of 98 minutes. (The opposite semester students will take Physica l Education and Hea lth in their schedule.) Students will utilize the three-minute course transition period to board busses to DTHS during the school day. Upon arrival, they will have a 3-minute passing period to arrive directly and safely to their classrooms for 80 minutes of instruction. Upon completion of instruction, students will re-board busses to Holyoke High School. Administration at both sites is currently working on transportation supervision plans. There wi ll be no transportation costs to students selecting this elective course.
52 2 Upon successful completion of Explorations, students may apply to a career pathway for advanced study in career and co llege preparation for grades 10-12 at Dean Technical High School.
(5) What are the other electives available to students in the Holyoke Freshman Academy? Other electives include current course offerings in the arts, music, business, and world languages {Spanish, French and Latin).
(6) What are the summer experiences to prepare new ninth grade students for success in the Holyoke Freshman Academy?
The first official day of school for all Holyoke Freshman Academy students will be August 23, 2016. Freshman Academy students will participate in orientation activities on August 23, 24, and 25, 2016 from 8-11 a.m. [The first full day of school will be Tuesday, August 30, 2016.] During orientation, students will: • Engage in team-building work with students and teachers of their team • Learn to maneuver the bu ilding and practice getting from class to class within 3 minutes • Meet course teachers and receive course materials • Discuss, derive and practice shared expectations for learning and living together in the school • Interact with upper cfassman student leaders • Visit the DTHS campus if they have selected the Explorations course • Engage in advisory activities • Learn more about extracurricular activit ies and academic supports beyond the school day • Complete registration forms and activities related to email access, identification cards, student code of conduct, etc.
(7) What are the opportunities for Holyoke Freshman Academy parent orientation? All families are invited to the May 11, 2016, Open House at 5:45 p.m. to learn more about HHS and the Holyoke Freshman Academy, tour the building, speak with student panels and learn about extra curricular opportunities. This event will be hosted at Holyoke High School.
During the 2016-2017 school year, all parents, guardians and family members are expected to support their child's efforts to maximize the learning experience at Holyoke High School. Each Freshman Academy team will host a family orientation event during the first part of September and the school will hold an open house for all families in early October. It will be the goal of each team to engage 100% of families by the end of November. For families who are unable to come to the school, HHS staff will conduct home visits and outreach.
{8) How does the Holyoke Freshman Academy affect the grades 10-12 experience at Holyoke High School and Dean Technical High School? The Freshman Academy at Holyoke High School will have a significant impact on Dean Technical High School. Dean Technical High School will transform from a grades 9-12 high school to a grades 10-12 career academy with rigorous admissions criteria. While supporting current DTHS students to complete a robust career technical education, the school will undergo a transformation of curricular offerings and cu lture- collapsing and expanding career pathways, investing in STEM education, expanding its dual enrollment offerings, ensuring "diploma-plus" opportunities for all students and establishing new community partnerships to build out pathways with job-shadowing, internships and cooperative
3 53 experiences to prepare students for college and careers. Dean Technical High School will become a school of choice for Holyoke students and families.
111 1 It is anticipated that the Freshman Academy will have little to no impact on the current 10 - 2 h grade experience at Holyoke High Schooi. The significant evolution at this level will be the implementation of the High School Redesign Committee' s recommendation to expand dual enrollment opportunities.
Dual enrollment opportunities allow students to earn high school credit and college credit simultaneously and will be exponentially expanded into an "early co ll ege" model at both Holyoke High School and Dean Technical High School. The increase in dual enrollment offerings will have a three pronged approach of sustaining and growing: • The current Advanced Placement course offerings • High School Select, which are college courses offered on-site at HHS or DTHS by universities such as UMASS -Amherst, Westfield, STCC and/or Holyoke Community Co llege • Campus Select, which are opportunities for students to travel to Ho lyoke Community College and participate in college courses with college students.
Advanced Placement enrollment requires teacher recommendation.
High School Select and Campus Se lect dual enrollment program admission require a minimum of a 2.5 grade point average, parent advocacy, student interest, successful placement through the Accuplacer exam, on-track credit status for graduation and scores of 240+ on MCAS examinations. Enrollment information is being shared with eligible students after spring break. Students at HHS may contact Counselors Andrea Bryla or Anna Rlgali. Students at DTHS may co ntact Counse lo r Stacey lewis or Dean of Students Marc Swygert for add itional details.
In addition to dual enrollment at both high school campuses, we also anticipate the ongoing evolution of leadership opportunities for students and access to extracurricular offerings.
(9) Will there be enough space at Holyoke High School? Holyoke High Schoo l was built to accommodate 2,000 students. The current student enrollment is approximately 1,275 students. Based on demographic and enrollment trend data and the consolidation of two freshman experiences, the 2016-2017 freshman class is predicted to increase by 60 freshman students from that of 2015-2016. Based on these numbers, Ho lyoke High School administration is certain that the current space will allow for both a safe cu lture and an effective learning environment.
(10) Will the Holyoke Freshman Academy be ready for 2016-2017? Yes I Administrators and teachers are working hard to prepare the transition to the Freshman Academy. A core team of teacher leaders are working at HHS to accelerate design and development work. The Freshman Academy Work Team includes Lori McKenna, Tracy Trial, Zaida Cruz, Lynn Bechard, Pam Nadeau, And rea Twitty Martinez and Dana Altshuler.
All Freshman Academy teachers will be identified by late May and will participate in transition conversations with gth grade teachers and counselors, engage in instructional planning over the summer, work with colleagues to build robust program-wide expectations and cu lture and lead orientation activities in August, 2016.
54 4 **Who do I contact for more information? Stephen Sullivan, the Acting Principal of Holyoke High School, and Barbara Crock, Holyoke's High School Re-design Consultant, are both able to listen and respond to questions, suggestions and recommendations for consideration rega rding Holyoke's Freshman Academy. Inquiries may also be shared directly with members of the Freshman Academy Work Team.
Families, staff and students may also visit the new "Freshman Academy" web-page link at Holyoke Public Schools' web-site- http://www.hps.holyoke.ma.us - for updated information and additional FAQs as they arise.
Contact Information: • Stephen Su llivan, Acting Principa l of Holyoke High School, [email protected], (413) 534-2020 • Barbara Crock, Holyoke High School Re-Design Consultant, [email protected] , (773) 503-9500
Sample Student Course Selections The sample schedules identify the distribution of courses across a seven period day. Most classes are year-long, with the exception of Health and Physical Education which are each one semester. Elective courses are representative of student options. Various levels of core classes are available based on student's academic learning needs, such as standard, honors or accelerated.
Sample schedules for Engl ish-Language Learners are also included. English-Language Learners at the 1, 2 or 3 levels will have two periods of language arts to support English language acquisition. Mathematics and Science may be ava ilable in Spanish to support content learning during language acquisition.
SAMPLE Freshman Academy Student Course Selection Period Student A Student B 1 English I English I 2 U.S. History U.S. History 3 Algebra Algebra 4 Biology Bio logy 5 Elective 1: World Language Physical Education I Health 6 Elective II: I Physical Education Elective 1: Art 7 Explorations I Healt h Elective II: Business
Period Student C-ELL 1-3 Student D-ELL 3-5 1 English I (co-taught by ElA and ESL teachers) English I 2 ESL Language Arts U.S. History 3 Algebra (possibly in Spanish) Algebra 4 Biology (possibly in Spanish) Bio logy 5 Elective 1: Spanish Ill Honors or A.P. Physical Education I Health 6 Elective II: I Physical Education Elective 1: Art 7 Explorations J Health Elective II: Business
55 5 FOR YOUTH DEVELOPMENT FOR HEALTHY UVING FOR SOCIAL RESPONSIBIUTY
Power Scholars Academy™ Program Description In partnership with BELL (Building Educated Leaders for Life) and theY, Power Scholars Academy™ offers summer learning for youth in grades K-8. The goal of this pilot program is to increase students' academic success and boost self-confidence, while also engaging families in the education process.
The summer learning program is designed to address summer learning loss for children in low income households living in urban communities and thereby enhance overall youth development, academic performance, and graduation rates.
The overall Program design includes: • Associations establishing the program through agreements with individual schools and school districts • Operating in Title I schools • Serving 100-120 scholars at each school • Including grades K-81 • Maintaining a minimum 2:24 staff to scholar ratio for all program activities
Sites operated by the Associations will largely adhere to the BELL program design, although they may expand on certain elements including: • Recruitment and training of volunteers to support the program • Development of new approaches to enrichment activities, as long as they are consistent with BELL methodology
Program Model The local site Power Scholars Academy™ program is modeled on the BELL summer program described below. Power Scholars Academy™ is a minimum five to six-week summer learning experience that operates from Monday through Friday for 6.5 hours per day. The following key program elements make up the experience2:
Community Time: Students, called "scholars," start the day with a nutritious breakfast and community time activity to develop leadership skills and strong friendships with fellow scholars and staff. Literacy: Certified teachers lead literacy instruction using a customized Scholastic curriculum. The curriculum focuses on the priority skills critical for student success: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides teachers with highly specific instruction and explicit, consistent, easy-to-follow lessons. Teachers used STAR Enterprise Assessments, by Renaissance Learning, on a pre- and post-program basis. STAR assessments are built for measuring progress against Common Core standards.
1 Although the bulk of sites will be K-5, the program can expand to K-8 at the discretion of individual Associations and schools.
56 Math: Certified teachers lead math instruction using a customized curriculum developed by Scholastic. The curriculum focuses on foundational concepts to prepare students for the deep mathematical understandings of the Common Core State Standards and is designed as a supplemental program for grade 1-8 scholars. The curriculum blends conceptual understanding, problem solving, and foundational skills in targeted intervention modules that get at the misconceptions that so often prevent student progress. Throughout the lessons, scholars engage in the eight Standards for Mathematical Practice as they build their conceptual understanding and critical thinking. Lunch & Recreation: Scholars eat a healthy lunch and spend approximately 30 minutes engaging in physical activity during recess.
Enrichment: Scholars rotate through enrichment opportunities during the afternoon. Themes typically include: • Life and leadership development, such as character development, social and emotional learning, civic values, substance and violence prevention, and service-learning. • Science, technology, engineering, and math enrichment courses that enable scholars to engage in these fields in fun, non-traditional ways. • Health and fitness activities including a wide array of traditional and non traditional subjects. (1 hour daily required) • Creative arts providing scholars opportunities to explore dance, art, writing, music, drama, and other artistic expression. • Additional activities are considered and included as determined through community interest.
In addition to the daily schedule described above, other Power Scholars AcademyrM program elements include: Mentor Days: Scholars participate weekly in col lege and career-oriented presentations, participation in community-service projects, and interaction with community leaders who visit the program as guest speakers to showcase their professions and inspire scholars to pursue excellence. Field Trips: Friday afternoon trips expose scholars to the rich array of resources in and around their community and encourage experiential learning. Scholars may visit theatres, medical centers, zoos, museums, or historical sites. {2 required) Family Engagement: Each program has at least two family events, usually an open house prior to the program start and a family event 2-3 weeks into the program after staff have become familiar with scholars. Academic Curriculum The Power Scholars AcademyrM program focuses on academic instruction and remediation in literacy and mathematics. With the adoption and early implementation of the Common Core State Standards, BELL has expanded curriculum to include new resources consistent with common core, and to increase our focus on project-based learning and blended (technology) learning. The specific curricula (topics/units) used with scholars will be guided by the school and its efforts to implement the Common Core standards, as well as instructional focus areas, and the ava il abil ity of computer and tablet devices to access online curriculum.
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