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Gates Press Conference | ||||
Boston Public Schools Continues Work on High School Renewal to Prepare Every City Student for College and the WorkplaceNew grants to accelerate reform aimed at improving instruction, performance management and the range of school options to help more than 18,000 Boston students.
On December 8, 2005, the Boston Public Schools (BPS) announced a $9 million investment by the Bill & Melinda Gates Foundation to support the expansion of its secondary school reform efforts to include initiatives aimed at strengthening small schools and small learning environments, enhancing teaching, engaging at-risk high school students, and improving district-level policy and operations. With Jobs for the Future and the Center for Collaborative Education as the lead intermediaries, the two grants build upon the 2003 grant from the Gates Foundation for new small school development, and will assist the district and its partners – the Boston Plan for Excellence, the Boston Private Industry Council, the Center for Collaborative Education, and Jobs for the Future – to ensure that all students graduate with a rigorous high school experience, well prepared for success in college and careers. These initiatives advance BPS's High School Renewal initiative focused on ensuring that more of Boston's young people receive the high school education they need to graduate and succeed in college and the workforce. The expanded strategy is expected to affect every public high school student in Boston. "I'm delighted that the Bill & Melinda Gates Foundation has deepened its commitment to the Boston Public Schools with additional funding and support," Mayor Thomas M. Menino said. "This grant is a validation of the very hard work taking place in our high schools every day. The sustained support from the foundation allows the district to expand its high school renewal work so that our students can choose an education that will keep them interested and help prepare them for life after high school." Boston has long been a national leader in high school transformation. In the last five years, BPS has worked closely with JFF, CCE, the Boston Plan for Excellence, and the Boston Private Industry Council to create new schools and restructure the city's large comprehensive high school into small schools or small learning communities. This work has begun to show results. From 1998 to 2004, the percentage of students passing the 10th grade math test of the Massachusetts Comprehensive Assessment System (MCAS) tripled (from 24 percent to 74 percent) and the percentage passing the English test almost doubled (from 43 percent to 77 percent). New BPS data show that the dropout rate is the lowest that it has been in 20 years and more of Boston's high school graduates are attending postsecondary education or training. A study conducted by the Boston Private Industry Council found that 74 percent of the class of 2003 were enrolled in post secondary education or training, the highest rate in the 18 years in which the follow-up study of graduates has been conducted. "The hard work and commitment of Boston's teachers, principals, students, and parents is paying off," said Superintendent Thomas W. Payzant. "Our commitment remains to improving instruction in every classroom of every high school so that all students graduate with a diploma that provides them access to opportunity in continuing education and work." JFF will work with BPS to improve school level reform and to strengthen the support at the district level to increase student achievement. Activities include:
"Young people, particularly those who are already struggling, can easily get lost in large, impersonal high schools," said Marlene Seltzer, CEO of Jobs for the Future. "Boston, like other pioneering cities, has found that smaller, more personalized learning environments-coupled with rigorous coursework-helps all students achieve to high standards."
Student Leadership at BCLA Contributes to Flawless High School Renewal Press Conference
Tito, a junior from Roxbury, choose Boston Community Leadership Academy two years ago when as a Boston Public School middle school graduate he was looking for a school to nurture his interest in mathematics and his need for a respectful learning environment. Today, Tito says, "relationships with students, teachers, and Ms. Bahnam" are what he values most about BCLA, along with his advanced algebra class where "humor" and individual mentoring "make problem-solving fun." While Tito rehearsed with peers, Dimmi Bolling, a senior from Dorchester, read aloud the introduction she had written for School Superintendent Thomas Payzant to headmaster Nicole Bahnam. Bahnam chose not to speak at the press conference, instead urging her students to come forward to represent the school and display their own capacity for leadership. As part of its embedded theme of leadership, which cuts across all subject areas including advisory, BCLA develops the public speaking abilities of all students. By teaching discrete skills and providing multiple opportunities for practice--beginning with frequent oral presentations in the classroom and during school-wide exhibitions at the end of each school year--BCLA students develop the ability to communicate clearly, which is one of the Habits of Mind students and staff commit to each day. This continual exposure is just part of how BCLA students are equipped for effective participation in the school's student government and on the its leadership team and governing board, where they are expected to make substantive decisions regarding teaching, learning, and physical operations at the school positive change. For Tito Rodriquez, leadership is serving as a "guide for those who are younger." In looking at the broader picture, it seems probable these BCLA students will expand their feelings of responsibility for those who will follow into action, which can only leave a positive imprint on the academic experience available at BCLA. Linda Roskos, Program Development
Headmaster Linda Cabral Speaks at Press Conference
"The Community Academy of Science and Health - known as CASH - shares the Hyde Park Education Complex with two other small schools: The Engineering School and Social Justice Academy, all founded in 2005." "The CASH design was one of five proposals submitted to the District for approval. The design team members began their planning in 2004, worked through the summer and submitted a proposal that was accepted. This proposal is now the document that guides our work." "One of the most powerful pieces of the design proposal is the expectation that our theme of Health, Wellness, Fitness and Science is integrated into all aspects of our curriculum. Our work is to actualize this expectation through collaboration with our partners and through professional development with staff…. For example, on Friday evening through Saturday, fifteen of our staff members will meet at the school site to reorganize our current sequence of courses including upper level offerings, alignment between math and science, field experiences to enhance the learning and intended outcomes for each course. And, for another example, today, students are visiting the UMASS medical school in Worcester. They participate in the summer outreach orientation, are informed of science and biotech career opportunity, tour the anatomy library, emergency room flight life and airlift center, and engage in Q & A throughout the day. In this way the classroom experience is broadened and deepened and students are informed of careers options that are available to them….." "We now have a student leadership team which organized our first school-wide assembly in which student government candidates presented speeches, elections were held, ballots were collected and counted; students presented original poetry and fashion and talent and have organized two student retreats. This past Saturday, CASH student leaders met at the Hyde Park YMCA to prepare a proposal for me that included a focus on relationship building, school-based policy question, the academic program, administration, school spirit & pride, student activities and fundraising…." "Where are we now?
"So what does all this mean? It means that we have another opportunity to work deeply and effectively with each other and with our students. As a past headmaster of a large comprehensive high school and current headmaster of a small school (with enrollment of 400 vs. 1150 and staffing of 38 vs. 121) our focus is clear and the Design Team proposal is our guide. We have students who have overwhelmingly selected CASH, and we have a staff that addresses its challenges, identifies the work ahead and collectively maintains that through it all, 'Together We Can Make a Difference.'" | ||||
Office of High School Renewal | ||
Grants AwardedBoston Public Schools / Office of High School Renewal (BPS/OHSR) received a city grant for a one year pilot program called "Careers in Urban Nursing," from a critically needed and new initiative that addresses Boston's racial disparities in the delivery of health care and in the lack of workforce diversity in the health professions. The American Red Cross (ARC) will act as the lead agency for this project that will support healthcare education and training of high school students. Together with BPS/OHSR, nurse educators from the ARC will work with 40 seniors from the Community Academy of Science and Health (CASH) to prepare students to become certified nurses assistants, home health aides and/or medical interpreters. BPS is also a recipient of one of only 30 new grants awarded nationwide by the United States Department of Education / Rehabilitative Services Administration under the Projects With Industry (PWI) program. PWI, a discretionary grant program, provides funds to agencies and businesses to support individuals with disabilities to obtain competitive employment. BPS's program, called "Work Boston Collaborative" (WBC), is made up of multiple industry partners and service agencies. BPS is the lead agency in the three-year effort that will place over 300 students with disabilities in viable jobs. Program staff will also provide professional development to staff at various high schools and partner agencies. The goal is to work effectively with students in transition from school to adult life so that they will obtain employment in the competitive sector. Staff will facilitate positive employment outcomes by utilizing support and career planning methods with students such as personal life coaching and the Seven Habits of Highly Effective Teens. Visitor Program
On December 6, 2005 our schools hosted visitors from Austin, Texas and Indianapolis, Indiana. The next visit will take place on Tuesday, January 10, 2006. The third visit will take place on Tuesday, March 14, 2006. Each visit consists of a site visit to a small school or small learning communities in the morning. Lunch and a workshop and debriefing session with staff from the Office of High School Renewal follows at 12:00 in a central location. | ||
 | Visual Literacy in the Humanities ClassroomJeff Liberty and the Office of High School Renewal recently hosted a workshop & conversation with Kristina Lamour. The workshop provided an overview of several interactive projects that can be used by Boston high school teachers who have little or no prior art training in building visual literacy capacity. Featured projects included: a Design Principle workshop for educators; the creation of posters for the plays Hamlet and Fences; a Brave New World MCAS comic strip; and visual learning exercises for The House on Mango Street. Participants also engaged in a hands-on visual literacy experience involving Harlem Renaissance visual poetry. Kristina Lamour is an Assistant Professor at the Art Institute of Boston at Lesley University and Liaison for the Art Education program. She runs the Design Education Consultancy out of South Boston's Fort Point Channel District. | |
Boston Student Advisory Council (BSAC) | ||
Good News from BSAC
BSAC activities were also described in a recent Tufts Daily article. Students from Tufts University College of Citizenship and Public Service are helping BSAC members vocalize their positions about important school issues. The win/win partnership is made possible by a Community, Higher Education, School Partnership (CHESP) grant from Learn & Serve America through the Massachusetts Department of Education. BSAC members receive valuable public speaking and writing training from their college buddies while Tufts mentors observe an urban school system at work. High on BSAC's agenda is helping design and implement a 2005-06 CHESP grant for Teachers & Students as Partners in Service Learning. Throughout the application review, orientation, and implementation process, BSAC students are encouraging teachers and classmates to make a difference. Front and center at the December 12th Awards Orientation for Teachers and Student Representatives, BSAC members continue to work on projects that benefit their schools and communities. It's never too early for BSAC recruitment. The December issue of Teens in Print (TiP), the newspaper by and for teens in BPS High Schools, is advertising for 9th Graders to join BSAC. It's the happening place for any student who wants to become a student leader. For more information about BSAC, call Barbara Locurto, High School Renewal, 617 635-9440, or Maria Ortiz, High School Renewal, 617 594-5721, or Jenny Sazama, Youth on Board, 617 308-5384. | ||
HSR Expands Support for Student Voice
Introducing our new Student Voice Specialist. Maria Ortiz, former Director of Bikes Not Bombs, has joined High School Renewal as Student Voice Specialist. She brings a wealth of experience in organizing, leading, and mentoring youth. In addition to working with students at four small schools (CASH, TES, SJA, and Monument) Maria also serves as BSAC Coordinator. Jenny Sazama of Youth on Board continues as our HSR partner, working closely with Maria and BSAC members, while Barbara Locurto serves as BSAC Advisor. Thanks to our Learn and Serve America CHESP Grant partnership with Tufts University College of Citizenship and Public Service, two Tufts Scholars round out the BSAC Support Team. Lashaana Straw and Mitch Robinson, help BSAC members prepare for Teens in Print (TiP) article submissions and presentations at school committee meetings, work closely with the BSAC Executive Committee, and serve as great positive role models for all members. BSAC Recruiting Ninth Graders in JanuaryBSAC will be recruiting new members from the ninth grades in January. Please help spread the word among students! What's the role of BSAC members?
What do BSAC members do?
For more information, call Barbara Locurto, High School Renewal, 617-635-9440, Maria Ortiz, High School Renewal, 617-594-5721, or Jenny Sazama, Youth on Board, 617-308-5384. FOR SCHOOLS - RECRUITMENT FLYER: BSAC Recruitment Flyer [Word] | |||
Boston Arts Academy | |||||
| Shared ValuesAsk any member of the Boston Arts Academy community what happens at 7:55 each morning. They will readily share their mixed emotions about hearing my voice over the intercom: "Good Morning BAA community. The official time by the office clock is 7:55 a.m. please adjust your clocks and watches accordingly." After that familiar but annoying "time check," I remind the BAA community to remember to live the "Shared Values." As a school community, we have worked purposefully to help identify and define the values that guide us in the development of a positive school climate and culture. We believe that choices inform actions and actions are informed by values. Our duty and responsibility is to foster an environment that is supportive of learning and seriousness of purpose. Studies of effective schools show that learning occurs best in schools where students feel safe and personally connected. We wanted to embody values that would foster a safe and inclusive learning environment. The faculty and staff engaged students and families in this work. Over six years, we distilled and finally synthesized our conversations into four values that embody our norms and culture. These values are:
In "passion with balance," we want students to seek strategies to balance the demands of their work as artists and scholars through the lens of wellness. At BAA we often refer to our need to address the "three legged stool" supporting students. The three legs of the stool are arts, academics and wellness. "Vision with integrity" asks a student to dream and work towards those dreams with integrity. The world of the arts can often be harshly competitive. We want our students to aspire and succeed in the arts without losing their integrity as individuals. "Diversity with respect" reaffirms our mission as a school for a diverse community of learners. We want all students to feel supported and challenged in this community. In a world of so much intolerance we want our students to be active in institutionalizing a positive school culture where individuality is respected and valued. Community with responsibility is perhaps the Shared Value that is most transparent. We want our students to thrive and grow in an environment of collective and shared accountability. We want them to be independent thinkers cognizant of the need to practice "freedom with accountability". We want students to see that the well-being of the community is integral to their individual well-being. Students need to understand that their individual actions have an impact on their collective communities. Displaying respectful behavior during open campus is our collective responsibility. Keeping our school clean, as in cleaning up after breakfast and lunch in the cafeteria, is also our collective responsibility. When an individual breeches this responsibility, we are collectively impacted. We are pushing students to feel confident in their individual responsibility as "caretakers" of the BAA community. More importantly we want them to realize that the strength of a community is greater than the individual in affecting change. We want them to value and practice being engaged members of a democratic society. The BAA Shared Values are a type of moral compass to guide students' decisions and responses to forces in their environment. The Shared Values provide students with a map for taking the high road when faced with challenging situations. They are a collective effort to create and nurture a highly motivated and healthy learning environment. Carmen Torres, Assistant Headmaster | ||||
Office of Career and Technical Education-Tech Prep | |||||
Boston Accuplacer™ Pilot ProgramThe Office of Career and Technical Education (CTE) is developing a pilot program to offer the Accuplacer™ college placement test to juniors and seniors while they are still enrolled in high school. The program is a collaboration among CTE-Tech Prep, TechBoston, Boston Area Advanced Technological Education Connections (BATEC), Bunker Hill Community College, and Roxbury Community College. Charlestown High School, Dorchester Education Complex-Edward G. Noonan Jr. Business Academy, and Madison Park Technical Vocational High School have been selected as pilot schools for the program. The College Board's Accuplacer™ test is used by all the Massachusetts Community Colleges, some of the state four-year colleges and some private four year colleges. The test is utilized to determine appropriate placement in courses that are consistent with student abilities and, to determine whether a student will need to complete developmental courses. Students already receive academic preparation for the MCAS and SAT as a standard aspect of their high school experience. However, students do not receive preparation for the Accuplacer™ , the most important assessment for students entering community colleges in Massachusetts. The pilot program is designed to address this gap in student preparation and, will also address the need of educators to be informed. Program services will be provided in the College and Career Centers at each of the three schools. The services will include pre-test preparation workshops, practice and actual test administration, and post-test review meetings. Remedial support beyond the post-test meetings will be dependent on available funding from program partners. For a student in her/his junior year, deficits identified by the test can be addressed in her/his individual education plan for the senior year. Seniors in need of support may take advantage of summer developmental courses and counseling offered at the community colleges. We plan to offer testing and support to seniors in February and March 2006. If you have any questions about the Boston Accuplacer™ Pilot Program, please contact John Zinkowski, Tech Prep Planner, at 617-592-4540, jzinkowski@boston.k12.ma.us. Related Accuplacer™ Websites:
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 | Freshman Academy DatabaseEach year, the Freshman Academy at Madison Park Technical Vocational High School rotates students through a series of vocational explorations. The explorations are designed to give students the capacity to participate in a variety of vocational areas before making their final selection for a vocational area beginning in the 10th grade. With a 9th grade enrollment of almost 500 students (SY2005-2006), coordinating the assignment of students to their preferred vocational explorations (2,000 assignments) has been a complex and timely process. At the request of the academy administrators, the Office of Career and Technical Education-Tech Prep (CTE) initiated a project to streamline and automate the assignment process. Administrators wanted to achieve the following results: increase the number of yearly rotations from three to four; ensure that all students are assigned to their three preferred vocational choices; assign students to a fourth rotation in a non-traditional vocational area; and, distribute class-size on an equitable basis throughout the rotations. Jennifer Leonard of The Skills Library Inc., was contracted to develop a database to meet the expectations of administrators. She met with staff in June and had developed a pilot database by the start of the present school year. Over the past three months the database has been tweaked, polished, and tested. Management of the database is conducted at the school. Student transfers, new students entering the school system, and exceptionally high interest in particular vocational areas were all challenges to achieving a balance between student and administrative needs. The database has been successful in saving a tremendous amount of time, reducing the confusion of the first few weeks of school, protecting student interests, and ensuring equity in teacher and administrator work loads. The development and management of the database required a close working alliance to succeed. Educators interested in using a database to assist with improving student satisfaction, student outcomes, and staff connection should allow time to pilot the final product. We discovered that sharing ideas and problem descriptions kept the process alive and that the ability to laugh at our mistakes kept the process real. If you have questions about the database or want to develop your own database please contact Jennifer Leonard, 781-321-7894, SkillsLibr@aol.com. If you have questions about management of the database within the school setting please contact, John Zinkowski, Tech Prep Planner, 617-592-4540, jzinkowski@boston.k12.ma.us. | ||||
Brighton High School | |||||
Annual College Fair Held at Brighton High School
On Tuesday, November 2, 2005 Brighton High School hosted 45 colleges and universities. Every twelfth grader had the opportunity to speak with admission counselors from colleges such as Bentley College, College of the Holy Cross, Johnson and Wales University, Regis College, Boston University, and numerous state colleges. During the College Fair students gathered applications and made personal connections with the admission counselors. The guidance counselors also made plans to arrange campus visits for groups of students, including "On-the-Spot-Decision Day" at Salem State College on Thursday, January 26, 2006. In addition to our College Fair for seniors, Brighton High School will take all Juniors to the College Fair held annually at the Bayside Expo Center in April. Brighton High School also wants to thank and recognize the three agencies that assist students throughout the year with the college application process: the Hispanic Office of Planning and Evaluation (H.O.P.E.), A.C.C.E.S.S., and GEAR UP. | |||||
  | Financial Literacy Is the Name of the Game at Brighton HighVisa, in cooperation with the NFL and the NFL Players Association, has launched a national campaign to promote financial literacy in schools across the country. NFL players help the program reach the grassroots level, visiting high schools in their team's local markets to provide basic financial literacy training. "Financial Football" combines the structure and rules of the NFL with financial education questions of varying difficulty. The content incorporates lessons taught through Practical Money Skills for Life, http://www.PracticalMoneySkills.com, Visa's award-winning money management curriculum. At Brighton High, Teacher Monica Small coached half her class in competition against visiting "coach" New England Patriot's tackle, Matt Light. Ms. Small brought her team to victory with a score of 7-6, but the game proved to be a winning experience for all. Mr. Light spoke to the class about the importance of being financially literate and fiscally responsible. Light said, "To be good with money, you have to know money." | ||||
Opportunities for Brighton High Students at Blue Cross/Blue ShieldAs it has for the past two years, Blue Cross & Blue Shield of Massachusetts (BCBS) will offer a large number of full-time summer jobs to Brighton High students. At the beginning of December, all students in grades 10, 11, & 12 attended assemblies where they saw a PowerPoint presentation and learned about the opportunities available. Assisting in the presentation were Brighton's PIC counselors, Ms. Brace and Ms. Amazon; Mr. Rawlinson, Assistant Director, PIC School-to-Career; and Dulce Matta, a Brighton High alumna now employed full time at Blue Cross. For students to receive a position, they must meet strict eligibility requirements, including excellent school attendance, a minimum GPA, and participation in a variety of activities. Qualifying students will have interviews in the spring. This is a great opportunity for Brighton High students to learn important professional and academic skills! Brighton High is very grateful to Blue Cross/Blue Shield. | |||||
Charlestown High School | |||||
 | Small Learning Communities at Charlestown High SchoolCharlestown High School has several exciting programs that complement our core mission of excellence in character, humanitarianism, and scholarship. The school's two classes of American Government and Politics have designed their own Class Constitutions, which are the "supreme law of the class." The Class Congresses meet once a week to legislate, and in the process are learning the importance of building a bedrock of rights and responsibilities for themselves as citizens. Charlestown High School is also the only school in Boston to offer Arabic language and culture. The team-taught class, which is open to any student across the school, teaches the students how to read and write in Arabic, basic conversation skills, and contemporary Arab culture. Students use MP3 players to supplement their learning in History and English, and we have plans to integrate the MP3 players into our Spanish program. Charlestown High School's Debate Team took home over half the trophies in every tournament last year, and at this year's opener we walked away with five trophies - with only four debaters. Steven Berbeco | ||||
Fenway High School | |||||
Creating American Scientists Symposium
Fenway's partnerships with the Boston Museum of Science, the Dana-Farber Cancer Institute and, most recently, the Pfizer Research Technology Center (RTC), inspired the school to address a major science issue in the U.S. today by hosting a science symposium at the school on November 2, 2005. The issue is that too few students are entering STEM (Science, Technology, Engineering, Math) careers. As a result, American society is losing its competitive and research edge to other countries. The symposium focused on the question, Creating American Scientists: What should be done in and out of the schools? About 120 scientists, educators and students, policy makers, scientific entrepreneurs, and members of scientific organizations spent three hours sharing diverse views on the question. Peggy Kemp, Head of School, began by welcoming participants and introducing the moderator, Lynn Baum, Youth Programs Manager at the Museum of Science. The four panelists were Dr. Joan Y. Reede, Dean for Diversity and Community at the Harvard Medical School; Edward J. Benz, President & CEO, Dana-Farber Cancer Institute; Darrell T. Wells, Science Department Chair at the Timilty Middle School; and Senator Edward M. Augustus, Jr. of Worcester. During the Q & A period that followed the speeches, Fenway students were introduced to the audience, and several asked hard questions or made challenging statements about their experience in science. With a mike on the floor or at a table later, student voices captured adult attention. To help focus the table discussions, participants were asked to respond to the question below. There was a facilitator at each table to ensure that everyone was heard and a recorder to take everything down. Millions of dollars are being committed by government and private organizations to "fix" science education in the U.S. If you had $20 million to spend in your state, what would your top two or three spending priorities be for creating American scientists? Please explain your choices. Mass Insight Education will be collaborating with Fenway on producing a report, based on the recorders' notes. The report will be distributed to all participants, to policy makers in science education, and to state legislators, including Senator Augustus, who is the Vice Chair of the Joint Education Committee. To request a copy of the report, visit the Fenway website: http://fenwayhs.org/sciencesymposium.htm. | |||||
Health Education and Careers Network (HECN) | |||||
Careers in Urban Nursing At Community Academy of Science and HealthThe Boston Disparities Project, supported by Mayor Thomas M. Menino and the Boston Public Health Commission, presented data on the state of disparities in Health Care in the city. One area of the report focused on Workforce Diversity and recommended that Boston should increase the proportion of underrepresented U.S. racial and ethnic people of color among health professionals. As a direct result of that study, the American Red Cross of Massachusetts Bay in partnership with the Office of High School Renewal was awarded funding for their "Careers In Urban Nursing" proposal. What's It All About Students will receive:
Support Services Provided
What Students Did in November What Are We Hoping To Accomplish? We also trust that the experience of these forty young people at CASH will be the just the beginning of an initiative that can be replicated at Boston's other high schools with health themes. If you would like further information regarding "Careers In Urban Nursing" contact Elizabeth A. Buckley, Health Industry Cluster Coordinator, Office of High School Renewal, ebuckley@boston.k12.ma.us.
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Josiah Quincy Upper School | |||||
After School ClubsDuring the 2005-2006 school year the Josiah Quincy Upper School is offering students opportunities to participate in one or more after school clubs that they can select from an array of subjects, experiences and sports teams that teachers have volunteered to conduct. Included in the after school clubs program are classes and activities that can respond to a variety of student interests. Students interested in participating in the after school program have been placed in activities based on their ranked preference, course availability, and student eligibility. At last count, almost 100 students or more than 20 per cent of the student body have elected to choose one or more after school activities. After school clubs range from A for animé club to W for wrestling club. In between are found clubs and teams to fit just about every student's interest. College VisitsUniversity of Vermont All students in grades 11 and 12 were made aware of the opportunity to apply for acceptance to a special "discover UVM" overnight program that was designed to make students of underrepresented groups aware of academic and extracurricular offerings at UVM. The program was to be held on the University of Vermont's campus in Burlington, Vermont in October. Three of our students, Christine Lee, Chris Gray, and Yan Kit Pang took the initiative to complete an application, including an essay, and, we are pleased to report, were successful in gaining invitations to participate in the program. At UVM these students stayed in a residence hall with a UVM student host. As part of the program, they became familiar with the campus, learned about the admission process, attended a workshop on the college application and essay, heard presentations on financial aid, attended a class, enjoyed lunch with faculty, attended student performances, and attended workshops on college preparation and transition. They did all this in less than two full days, but we are sure that their youthfulness enabled them to enjoy this experience without becoming exhausted. Even if the students choose to attend a different college, this experience is sure to be helpful to them as they begin to think about college choices. Tufts University At Tufts, our grade 9 students got a glimpse of what the college environment at Tufts University is like. Tufts students, in conjunction with their course, "American Studies 131: Active Citizenship in an Urban Community" and in partnership with Tufts' University College of Citizenship and Public Service, arranged the visit to their campus and hosted Upper School students. Ms. Tong was the JQUS's liaison to the Tufts students and took part in the trip. This is the fourth consecutive year for this event. JQUS students participated in diverse activities intended, according to a Tufts senior, to "prompt serious thought about attending college." Students spent a day on campus that was filled with what Ms. Coyne, college to career staff member, who also accompanied students on this visit, has called well-rounded activities. Our Tufts University student hosts arranged a full agenda for visiting JQUS freshmen. They participated in icebreaker games, painted "JQUS" on the campus's cannon -- part of a daily campus ritual, attended an a cappella singing performance by the Jackson Jills, toured the campus and ate in the cafeteria. Ms. Tong notes that it was her hope that "students see that college is more than constant studying, and (that it is) an opportunity for students to expand their interests in extracurricular activities." We suspect that this visit to the Tufts University campus did just that. In fact, two of the JQUS grade 9 students, Xiao Mei and Jason Fong, concluded on the basis of this trip that "Tufts is pretty cool." (Could this have been due to the icebreaker games?) Both Xiao and Jason as a result of this visit have expressed an interest in the possibility of attending Tufts. Tufts University Students Support JQUSThe Josiah Quincy Upper School welcomes seven students from Tufts University who will be offering program assistance at the Upper School during the 2005-2006 school year. Their involvement at the school springs from Tufts University's institutional commitment to support the JQUS. We are thankful to the university for partnering with the JQUS. Four of the Tufts students will provide tutorial help to students; two will organize and lead a debate team; and one Tufts undergraduate will be leading the photo club. Grade 6 Storms the BeachGrade 6 students, despite the unfavorable weather, stormed Revere Beach this fall to do their part to clean up the beach. Thanks to Ms. Robinson, science teacher, this community service activity has become an annual event for grade 6 students. One wonders why so many folks are willing to leave their trash on the sands of the beach. Doing so may only bring us closer to the day when "the sands will run out" for the beach. JQUS grade 6 students are doing what they can each year to preclude this from happening. A number of parents joined students and staff on this community service project. We thank the parents who gave of their time and energy to help out on this trip. | |||||
Madison Park Technical Vocational High School | |||||
  
| Madison Park Technical Vocational High School Inducts Forty-two Students into NHSLast month, Madison Park Technical Vocational High School held their twenty fourth National Honor Society Induction at the School. Keynote speaker was Jacqueline Dasilva, a Madison Park graduate and member of the NHS while attending the Medical Assistant Program at Madison. In her remarks, Jackie talked about her years at Madison Park and how her teachers and guidance counselors had pushed her to succeed. She spoke passionately about her years in high school and how balancing her school work, her school activities, work and her social life were sometimes a challenge: but these challenges were nothing like what she faced as the began her four years at Bryn Mawr, a prestigious four year college she attended as a Posse Scholar. By asking questions, advocating for herself and determination, Jackie made the transition, graduated and is now working at Blue Cross and Blue Shield of Massachusetts as a Program Coordinator for Community Relations. Jackie urged her fellow National Honor Society Members to hold fast to their dreams, work hard and NEVER take no for an answer when it comes to your education! After being welcomed by Headmaster Chuck McAfee, the students with the highest GPAs participated in the National Honor Society candle lighting ceremony symbolizing: scholarship, leadership, service and character. The National Honor Society has high standards, which students must meet in each of these areas. They are required to demonstrate achievement in all four areas and continue to maintain their commitment to doing their best. A reception followed in the Madison Park library where the advisors, Mr. Joao Gomes, Ms. Susan Lambert and Mr. Jim O'Brien were recognized for their hard work. Special thanks were also given to the Madison Park Alumni Association for their generous sponsorship of the National Honor Society Induction. For more information about Madison Park Technical Vocational High School, please visit our web site at http://www.madisonparktechvoc.org or contact Donna O'Brien (617-828-0270 / dobrien@boston.k12.ma.us). | ||||
 | "Students Taking Action for Nursing Diversity" at Bunker Hill Community CollegeTen students from Madison Park Technical Vocational High School's Certified Nursing Assistant Program and Medical Assistant Program are participating in the STAND (Students Taking Action for Nursing Diversity). The program is located at Bunker Hill Community College (BHCC). Students are provided with mentorships, job shadows and academic support to prepare for admission into the nursing program. The students have just completed the third BHCC workshop in exploring the world of healthcare. Additionally, they have all taken the Accuplacer test for course placement at BHCC. Students are currently in the process of selecting the college course they will take during the spring semester and preparing to shadow a nurse in a local health care facility. Deb Fox | ||||
National Foundation for Teaching Entrepreneurship (NFTE) | |||||
Welcome New NFTE ProgramsNFTE is pleased to have five new high school partnerships in Boston this year. The new sites include Brook Farm Business & Service Career Academy, Charlestown High School, Excel High School, John D. O'Bryant High School and Media and Communications Technology High School. Renewed partnerships include Brighton High School, East Boston High School, English High School and New Mission High School. All sites are actively engaged in experiential learning activities. Several sites have welcomed guest speakers into their classes, coordinated wholesale trips to New York City and participated in profitable selling events at South Station. | |||||
Noonan Business Academy | |||||
NBA's ED Advisory - On the Road to SuccessNOONAN BUSINESS ACADEMY has successfully infused an Extended Day Advisory (ED Advisory) in the schedules of all 9th and 10th graders. ED Advisory at NBA incorporates team-building and relationship-building strategies with test-taking strategies. ED Advisors include probing, discussion-provoking questions along with didactic games and even homework help. The 10th grade ED Advisory works in MCAS discussions and practice in addition to pushing metacognitive reflection. Students think about their own thinking and use what they discover to assist them on standardized tests. By playing games like Boggle, Set, and memory games, students exercise their brains and have experiences to use for discussion. Classes can think, for example, about how timed versus un-timed tasks affect them and how the tasks can be approached using a variety of strategies. And, in continuing efforts to remain life-long learners ourselves, the teachers of ED Advisory are practicing those metacognitive skills as well. We have had frequent reflection sessions and even a retreat to discuss how to strengthen ED Advisory. The planning team is set to review and improve the curriculum for both 9th and 10th grade ED Advisories. Climate is steadily improving at Dorchester Education Complex and the culture of achievement is growing. Students are running up to teachers with report cards to show off their successes. 9th graders in Algebra I class made posters that they hung around the school urging their peers to "think about GPA!" and explaining how to calculate it. We're pushing for a student body that unanimously values education and good grades and wants to yell it from the rooftops. W. Megan Fidler-Carey | |||||
Odyssey High School | |||||
 | Project-Based Learning at Odyssey HS Keeps GrowingOne student said she had never noticed the Boston Harbor Islands before attending Odyssey HS, and now she studies them, designs and gives tours, and says, "I love it over there - all the history!" Odyssey students have been learning history as well as math, science, and literacy via the partnership with Boston Harbor Islands National Park Area. Physics and algebra students have learned to measure erosion of the beaches caused by commuter boats, contributing data to the National Park Service for long-term monitoring. History classes have connected to the Islands, especially when studying the Civil War. Students worked with an English teacher and a science teacher to study six of the islands and wrote and published a guidebook (now sold by the Park) about them in an Odyssey after school program. Some students earned summer jobs as Junior Rangers at the Park. The Junior Rangers designed tours focused on shipwrecks, Native American history, "Snails, Bugs, and Slugs," and other themes. They described creating the tours as hard work - doing research on the Islands and on-line, working out the details, and creating materials. They enjoyed leading the tours, whether focused on the flora and fauna, the fortifications, or island lore and cultural history. On the Civic Engagement tours (for State Legislators and 300 constituents) Odyssey's Junior Rangers led activities and tours for the children. They reflected via daily journaling and weekly writing assignments, and did island cleanups and camping. What's next? Many of Odyssey windows look out toward the islands, so students will create informational signs identifying what's in view. Also, the Jr. Rangers' outstanding job performance led to after-school paid internships as B.E.A.N. Interns (Boston's Environmental Ambassadors to the National Parks). Besides learning academics, students reported they "changed from being shy to being more confident," "learned to communicate with different types of people from the young to senior citizens," and became "more mature about work; I'm eager to get stuff done and feel really proud of the tours we created." | ||||
Parkway Academy of Technology and Health (PATH) | |||||
 | Laptop Computers Enhance LearningStudents at the Parkway Academy of Technology and Health (PATH) are off to a running start this year using laptop computers in the classroom. PATH has implemented a one-to-one student-to-computer ratio and initial response has been very positive. "Students work better with the laptops. Rather than just watching a teacher write on the board, it's more interactive; we can learn along with them," says Nicholas, a PATH ninth-grader. PATH is one of four new small schools at the West Roxbury Education Complex, the former site of West Roxbury High School. Every PATH student has a Dell laptop that s/he uses throughout the day as an integrated part of the learning environment. Senior Fennely says, "It's cool having a laptop. I can look up information immediately whenever I need to. It makes learning fun." Teachers are using laptops every day to support and enhance instruction. Students use the technology to plan and conduct research, evaluate information, synthesize research findings, and collaborate and share what they have learned. For Matthew Anthes-Washburn, a Physics teacher at PATH, the laptops have made a huge impact on the way his students learn science. According to Matthew, "The ability of students to have a one-to-one relationship with the technology means that they begin to see the technology as a tool and the classroom begins to more closely replicate a lab environment. Students are now able to better communicate and observe phenomena with the aid of the laptops." All students use technology for at least three products per semester in each of their classes; additionally, they spend the year building a digital portfolio of their most exemplary work. For graduating PATH seniors, the digital portfolio is just one way the technology has helped them with the college application process. Because of the laptops, students have been able to research more colleges and scholarship opportunities than ever before. Access to the Internet provides students with electronic applications, admissions requirements, financial aid, and information about postsecondary institutions. Additionally, students feel like they are well prepared to succeed when they attend college because of their exposure to technology. One senior who is planning on attending school at Bentley next fall says, "Everything [Bentley] does is computerized, from turning on the lights, to taking notes, to doing projects. We know our way around a laptop and that will help me when I get to college." And this is all just the beginning. Through partnerships with organizations such as Dell, Microsoft, Boston Medical Center, and others, PATH is doing very exciting things and plans on being a model for how technology can be used to improve teaching and learning in Boston's schools and beyond. PATH Headmaster Dr. Barbara Ferrer has a vision for PATH's growth and development. She says, "PATH is creating a connected learning community; one in which students, families, teachers and partners are able to communicate and collaborate seamlessly to foster relationship building and ensure student success. Outside organizations are already looking at the way we have challenged the traditional paradigm of K-12 education. Change is coming and we want to lead the way." Harvard COACH Program is Now at PATHIt didn't take long for the Harvard COACH program to become a recognized part of the Friday schedule at Parkway Academy of Technology & Health. As a program of TERI College Access, COACH has been able to expand its efforts this year and include PATH as a new high school site! Each week, twelve "coaches" from the Harvard COACH chapter meet with 12th graders at PATH and think, plan, and apply to college. Recognizing this unique opportunity to capitalize on the experience and energy of their coaches, students at PATH were quick to seek information about real life issues at college and ask for help on their application essays and scholarship searches. The PATH seniors were even able to coax many of the coaches to come see them perform in their school talent show. With the application deadline season coming soon, we're not sure who is more anxious about hearing decisions from the colleges - the PATH students or the coaches! | ||||
Resource Shelf | |
Showcase of SchoolsThe citywide Showcase of Schools event will be held on Thursday, January 5, 2006 from 5:00 - 8:30 p.m. at the UMass-Boston Harbor Campus in Dorchester. From the December 14th weekly newsletter of the BPS Department of Teaching and Learning: Free General Education Diploma (GED) Preparation ClassesThe Adult Learning Center offers free GED preparation classes in math, writing, and English. These courses are offered from 9:00 AM to 1:00 PM daily during the school year in the Adult Learning Center at the Grover Cleveland Middle School. All students attending classes are part of the Family Literacy Program and will receive computer and parenting information within their classes. Classes will begin in September and a new cycle begins in late January, but you can put your name on the waiting list now by calling 617-635-9300. For information on how to register for the GED exam and to schedule a testing date, please contact the Adult Learning Center at 617-635-9300. Arts Teacher TrainingThe Boston Arts Assessment Model (BAAM) Teachers’ Institute Curriculum & Instructional Practices/Arts is offering the following two-part arts teacher training to begin implementation of the Boston Arts Assessment Model:
Dance, music, theatre, and visual arts teachers who complete all 10 hours of this training will receive 10 PDPs/ a certificate, a DVD player for classroom usage, lunch and snack during Session I and time to connect with colleagues. All sessions are hosted by Roland Hayes School of Music. To register, contact Ella Krauter, Arts Technician, at ekrauter@boston.k12.ma.us by December 21st. College Board New England Report CardIt’s time again for the College Board’s New England Report Card! Attached, please find the latest issue where there are many informative pieces including ordering dates for Advanced Placement Examinations, information about FREE access to MyRoad for all PSAT/NMSQT takers, as well as financial aid updates. There are also some exciting professional development opportunities such as SAT Readiness, Pre-AP workshops, and the 21st AP Institute for Experienced AP Teachers. Writing Opportunities for StudentsThe third edition of the Roxbury Literary Annual/Youth, sponsored by ACT Roxbury with funding from the Boston Globe Foundation, will be published in Winter 2006. We are asking for your help in getting student submissions. We are also pleased to announce that we are holding the first Roxbury Literary Annual Creative Writing Camp during February vacation week (2/21-2/24) for selected students. Participation in both the publication and the camp is open to students in grades 7-12 who attend public, private or parochial schools. Students must live in the Greater Roxbury community, attend school in Roxbury, or have a relationship to Roxbury. Students are asked to explain their relationship to Roxbury in their application. We are looking for poetry, short stories, and essays – submission guidelines are detailed in the attached application. All submissions must be received by noon on Friday, January 13th, 2006. Download Guidelines [PDF] | poster [PDF]. A statewide essay contest is available through the League of Women Voters. Visit http://www.lwvma.org/ for information. Oprah Winfrey, through her book club, is also announcing a high school essay contest. Visit http://www2.oprah.com/obc_classic/obc_essay_contest.jhtml for details. |
