McAuliffe Charter School Lookbook

Christa McAuliffe

Charter School

GRADES 6–8 | FRAMINGHAM, MA SC HO OL LOOKBOOK 2 0 1 9 | E N GL ISH

OUR EDUCATIONAL PHILOSOPHY

MISSION The mission of the Christa McAuliffe Charter School is to cultivate within each member of a

diverse student body an

intense commitment

to self

and community, the courage and insight to set high

standards

for academic and personal success, and the knowledge, skills and attitudes to achieve those standards.

Visit mcauliffecharter.org/apply to apply, signup for an information session, and to view our enrollment policies.

Dear Parents, Guardians, and Future McAuliffe Scholars— Thank you for your interest in the Christa McAuliffe Charter School!

It is my privilege to lead a middle school where scholars, teachers, parents, and board members work together to create a rich and rigorous learning community. At McAuliffe, you will discover dedicated, compassionate, and creative teachers who will partner with you to bring out the best in your child while he or she navigates middle school and the challenges of early adolescence. We are a welcoming, diverse community that embraces academic excellence as well as social and emotional development.

Upon joining the community, you will find that McAuliffe scholars think critically and creatively as they work independently and collaboratively with their classmates. Whether investigating the geology of western Massachusetts, interviewing scientists, astronauts and distinguished professors, or writing persuasive essays, scholars remain engaged in their education in preparation for high school and college. You will find that we care equally about scholars’ personal, social, and emotional development.

Teachers, counselors, school leaders and parents work together to help scholars learn to be respectful citizens who are kind to others, embrace individuality, and make good choices.

I hope that you enjoy getting to know McAuliffe scholars, teachers, and families as you consider McAuliffe for your child’s middle school journey!

Sincerely,

Kristin Harrison Executive Director

MCAULIFFE IS A

PUBLIC CHARTER SCHOOL

SERVING 396 SCHOLARS

IN GRADES

6-8

AVERAGE

McAULIFFE AT A GLANCE

11 SCHOLARS:

1 TEACHER

SERVING ALL

AVERAGE CLASS

GIFTED

60 MINUTES LONG

&TALENTED

A WEEK AT A GLANCE 8:00 10:50 11:30 2:30 5:00

4

T

W

Th

F

CLASSES

CLASSES

CLASSES

CLASSES

CLASSES

LUNCH

LUNCH

LUNCH

LUNCH

LUNCH

CLASSES

CLASSES

CLASSES

CLASSES

CLASSES

AFTER SCHOOL ENRICHMENT

AFTER SCHOOL ENRICHMENT

NEEDS

AFTER SCHOOL

M

AFTER SCHOOL ENRICHMENT

SPECIAL

AFTER SCHOOL ENRICHMENT

AFTER SCHOOL ENRICHMENT

ENRICHMENT MANY OPTIONS OF:

Visual Arts Performing Arts Athletics Academic Support

HOWLs

Habits of Work & Learning

11

Collaboration Perseverance Inquiry Responsibility Kindness

TO

TECHNOLOGY

TEST SCORES

McAuliffe has historically outperformed Framingham Public Schools on standardized testing MASSACHUSETTS

McAuliffe Framingham

37

Framingham McAuliffe

34

MARLBOROUGH

ELA

57 Math 47

McAuliffe

Framingham

52

SUDBURY

55 Science

WE’RE LOCATED IN FRAMINGHAM and we serve 8 Metrowest Communities

EVERY SCHOLAR BELONGS TO A

CREW ADVISORY GROUP

OF 12 SCHOLARS

& 1 TEACHER (THE CREW LEADER)

SOUTHBOROUGH

FRAMINGHAM

NATICK

ASHLAND HOPKINTON HOLLISTON

CLASSES RANGE FROM

16-25

SCHOLARS

5

DOORS OPEN 7:45 AM

A DAY IN THE LIFE 8:00 AM CREW

8:15 AM MATH .

11:00 AM ENGLISH LANGUAGE ARTS .

6

12:00 PM FRENCH

1:00 PM ADVENTURE

9:15 AM SCIENCE

10:15 AM LUNCH

10:35AM RECESS

DISMISSAL 2:30 PM

2:00 PM LAB INTERVENTION AND EXTENSION

2:30 PM ENRICHMENT

4:15 PM ATHLETICS

(OPTIONAL)

(OPTIONAL)

7

OUR EDUCATIONAL PHILOSOPHY

OUR CURRICULUM

Learning Expeditions McAuliffe’s curriculum is organized into units of study called Learning Expeditions. Expeditions guide scholars to build understanding of academic content through real-world case studies. They are designed by teachers and aligned with the Massachusetts Curriculum Frameworks. Learning expeditions involve scholars in original research, critical thinking, and problem solving; they build character along with academic skills. Expeditions typically include fieldwork, interactions with experts, a final product, and a culminating event.

ELEMENTS OF LEARNING EXPEDITIONS Guiding Questions are open-ended essential questions that synthesize the “so-what” of the topic scholars are studying and link all elements of a learning expedition.

Case studies are concrete, often local, studies of subtopics within a discipline. They are used to make the major concepts of a discipline or broad topic come alive for scholars. They help scholars focus their research and become experts on a specific topic before scholars generalize their learning to broader concepts and content.

Fieldwork and Experts: scholars at McAuliffe learn from fieldwork and professional experts. Scholars hear from experts, visit professional sites, and collect data during fieldwork.

Learning expeditions involve scholars in original research, critical thinking, and problem solving.

High Quality Product: McAuliffe’s curriculum provides scholars to create products that are meaningful, rigorous, and authentic to the wider world. Scholars work together through multiple drafts and critique protocols to create work that mirrors that of adult professionals.

Culminating Event: A culminating event is the celebration and presentation of learning at the end of a learning expedition. It often takes place as an exhibition or formal performance/presentation of the product scholars had been working on during the expedition. Families, community members, and school partners participate in a culminating event to act as an authentic audience and learn about work of the scholars and the school as a whole.

See examples of our Learning Expeditions on page 14

8

OUR INSTRUCTION

Promoting Critical Thinking OUR CORE VALUES

1TO1

Perserverance

TECHNOLOGY

TEST SCORES

McAuliffe has historically outperformed Framingham Public Schools on standardized testing

Responsibility McAuliffe’s teachers use instructional practices that promote rigorous Respect learning expectations, ensuring that all scholars think and participate, Collaboration and allowing teachers to know their scholars well. McAuliffe teachers promote critical thinking by asking that scholars make connections, articulate patterns and relationships, understand diverse perspectives, give evidence for inferences and conclusions, and generalize to the big ideas of the discipline studied. Classes are inclusive settings where WE’REgeneral LOCATEDand special educators co-teach in order to differentiate IN FRAMINGHAM instruction and hold the bar high for all scholars. and we serve all MASSACHUSETTS

SUDBURY

MARLBOROUGH

McAuliffe Public school

ELA

SOUTHBOROUGH

FRAMINGHAM

NATICK

ASHLAND

McAuliffe Public school

Math

HOPKINTON

HOLLISTON

Metrowest towns

CLASSES RANGE FROM

16-25 Crew & 1 TEACHER STUDENTS

OUR ADVISORY SYSTEM CREW ADVISORY GROUP EVERY SCHOLAR BELONGS TO A

OF 12 SCHOLARS (THE CREW LEADER)

Crew is central to a scholar’s sense of belonging at McAuliffe. In Crew, scholars develop relationships with 10-12 of their peers through daily check ins, team building activities, and service projects led by a faculty leader. Additionally, scholars learn to track and articulate their academic progress, prepare for their scholar-led conferences, and set academic and HOWLs goals. Crew also provides scholars with a faculty advisor who is the conduit between the scholar, their teachers, and their parent/guardian.

In Crew, scholars develop relationships with 10-12 of their peers through daily check ins.

9

OUR EDUCATIONAL PHILOSOPHY

OUR STUDENT CULTURE

Habits of Work and Learning Habits of Work & Learning

HOWLs are part of the Positive Behavioral Interventions and Supports (PBIS) framework and are essential elements to McAuliffe’s approach to behavior and academics. Teachers integrate the school’s HOWLs (collaboration, inquiry, perseverance, responsibility, and kindness) into overall curriculum, daily lessons and individual interactions.

McAuliffe implements Matrices throughout the building so our HOWLs live and breathe in every aspect of McAuliffe. Kindness was also implemented as a Character HOWL. Scholars are not graded for this HOWL but it is utilized, like the other HOWLS, as a guidance for scholar behavior and effort.

All five HOWLs provide a foundation for which our scholars can learn and develop. They live at McAuliffe in the following ways: HOWL targets are created, used, and assessed daily and

across units Scholars self-assess their HOWLs during scholar-led

conferences and passages.

HOWLs cards are given to scholars when they model

the school’s Habits of Work and Learning and expected positive behaviors.

HOWLs Awards are given to scholars who are “Meeting”

on each of their HOWLs at the end of the trimester.

HOWLs Improvement Awards are given to scholars

who made substantial gains on their Habits of Work and Learning from the previous trimester.

10

OUR STUDENT ASSESSMENT SYSTEM

Standards Based Grading McAuliffe is a targets-based grading school with ratings Beginning, Approaching, Meeting and Exceeding.

In our standards-based grading system, Habits of Work and Learning (HOWLs) are assessed separately from other learning targets. By distinguishing these essential habits from academic achievement,teachers, scholars, and families have a clear sense of scholars’ strengths and needs. McAuliffe HOWLS are aligned with the school’s core values: Perseverance, Responsibility, Collaboration, Inquiry and Kindness.

OUR CUSTOM INSTRUCTION

Lab During Lab scholars receive targeted math, reading, and writing instruction based on their individual needs. For some scholars, Lab is an opportunity to extend learning and for others it is a time for scholars to receive additional support, particularly if they are struggling to meet a learning target.

“Mcauliffe is my home away from home. It’s a place you miss when you’re not there and

OUR SELF-DIRECTED GOALS

Student Led Conferences

that you care about.”

–SARAH TADMOR, 6TH GRADE HUMANITIES TEACHER

Student Led Conferences (SLCs) explicitly guide scholars to be leaders of their learning. Twice per year, each scholar hosts SLCs attended by at least one parent/guardian and the scholar’s crew leader. Scholars showcase their portfolios comprised of essays, tests, projects, and rubrics and reflect on their successes and challenges. SLCs lay the groundwork for scholars to set academic and personal goals with input from their crew leader and primary caretaker(s).

11

OUR EDUCATIONAL PHILOSOPHY

OUR LEARNING TOOLS

Technology Every scholar participates in a related arts class called Technology for Learning and Life (T4L2). Scholars are assigned a Google Chromebook at the beginning of the year and carry it from class to class. Scholars become increasingly digitally literate through their T4L2 class and the integration of technology into all of their core subjects. Examples of some past projects include the creation of podcasts, apps, slideshows, brochures, and websites.

Four questions that guide our use of technology Do McAuliffe students use technology responsibly?

Do McAuliffe students use technology in a way

that professionals do?

Do McAuliffe teachers use technology to differentiate

content for students?

Does the use of technology in lessons at McAuliffe

increase student engagement?

12

CHROMEBOOKS AND USAGE Before a Chromebook is assigned, scholars and parents/guardians sign an agreement stating the privileges of the Chromebook and consequences of breaking, losing, or misusing it.

Every scholar and staff member is assigned a personal Google for Education account that stays with them throughout their years at McAuliffe. Scholars and teachers communicate regularly through Google Mail and use Drive for document collaboration and file sharing.

Teachers utilize Google Classroom to post assignments and announcements and Powerschool to post grades.

All Chromebook web browsers also have TextHelp’s Google Read and Write installed to provide technological reading and writing support.

Some features include reading the text to the scholar, highlighting tools, and text-to-speech if the scholar wishes to talk instead of type.

13

LEARNING EXPEDITIONS

6 TH GR ADE LEARNING EXPEDITION

GUIDING QUESTIONS If we’re “born to run,”

why are runners so easily injured?

How do different systems

in my body work together when I run?

Born to Run In 6th grade scholars learn about the science behind running.

They explore how our body is designed to help us run long distances and the differences between running with sneakers and running in bare feet.

To kick off this expedition, scholars travel to different classrooms to participate in various experiments. For instance, in one station scholars take turns blowing up balloons and measuring the circumference of them when they take deep or shallow breaths. This expedition integrates not only hands on experiences but also interactions with experts. At the end of the expedition scholars presented final products including a diet plan, a “couch to 5k” exercise plan, an audio postcard arguing for or against running in bare feet vs. sneakers, and a circulatory system model.

14

7 TH GR ADE LEARNING EXPEDITION

Protect Our Pollinators This expedition explores ecosystems with a particular lens on pollinators. In their first case study scholars learned about the basics of ecosystems and how humans positively and negatively impact them by analyzing the ecosystem of Yellowstone National Park.

GUIDING QUESTIONS How can small changes

have a big impact in an ecosystem?

Using what they learned about ecosystems in the first case study, scholars researched the ecosystems of local pollinators in Framingham during their second case study. They were tasked to figure out how to save these vital creatures. One way was to create bee hotels to help provide bees with shelter.

How can we balance

human needs with those of the environment?

(Case Study 1)

For their final product, scholars created websites about various pollinators such as bees, wasps, hummingbirds, butterflies, bats and lady beetles to educate the community. They also built “bee hotels” to provide homes for our local pollinators.

How can the ecosystems

of Framingham support endangered pollinators?

(Case Study 2)

15

LEARNING EXPEDITIONS

8 TH GR ADE LEARNING EXPEDITION

Finding Your Voice This expedition explores the theme of taking a stand. Scholars begin reading To Kill a Mockingbird by Harper Lee and study the theme of taking a stand as it is revealed in the novel. Scholars will engage in a character study of Atticus by analyzing his actions and words, and what others say about him, to better understand him as a character.

During this time scholars are deeply engaged in a case study on the local opioid crisis and the experts who are currently taking a stand against this epidemic. They then conduct independent research on a topic of interest to create mixed media art and slam poetry.

GUIDING QUESTIONS To what extent does our

identity influence the choices we make and our view of the world?

How do the choices people

make, individually and collectively, shape a society?

How can individuals and

groups in a democracy organize to take a stand against injustices?

16

HUMANITIES

EXPERTS

8th grade scholars continue to develop and hone their ability to read complex texts closely while studying the theme of taking a stand.

Throughout this process they engage with multiple primary sources and rich texts in order to research a topic of interest. This robust research has students following a cycle of inquiry. The process has scholars asking and revising questions to better understand the local issues and experiences of those affected.

Lastly, scholars discover the fun and flexibility of poetry through poetry slam examples, studying the elements of poetry, identifying the poetry in song lyrics, and writing their own.

Scholars work with many local experts to learn first hand about the issues in our community. The experts that worked directly with students include health care professionals, first responders, family members, and those who have experienced the social issues directly. These experts present information, experiences and answered research questions.

FINAL PRODUCT AND CULMINATING EVENT Scholars showcase their slam poetry and mixed media pieces at the culminating event. The event starts with a poetry slam and ends with all scholars presenting their work.

This allows audience members to individually interact with scholars and ask a specific question about the poetry and mixed media.

17

OUR CORE CLASSES

EL A & SOCIAL STUDIES ELA and Social Studies are taught by the same teacher and frequently during a long block of instruction. There are regular cross-curricular connections and fluid movement between the two subjects. ELA curriculum includes novel studies, reading groups, and a writer’s workshop. Social Studies curriculum includes geography (sixth grade), ancient civilizations (seventh grade), and U.S. history (eighth grade).

6 T H GRADE

Ancient Civilizations 1 Geography

MATH

SCIENCE

McAuliffe offers a math course that can meet the needs of your scholar. Math is the only core content area where scholars are grouped by ability. Most 6th graders are scheduled to take 6th Grade Math, an on level math course that aligns with the sixth grade MA Curriculum Frameworks for Mathematics.

Other scholars may be scheduled to take 6th Grade Pre-Algebra, where admission to the class is determined by a diagnostic placement test. As needed, a small group of scholars may take a substantially separate math class that is taught by a special educator.

Curriculum is organized into teacher-created case studies and units. Teachers incorporate labs, simulations, games, writing assignments, projects, and a wide variety of other learning activities into the lessons. There is also a focus on non-fiction reading and writing aligned with the Common Core standards.

7 T H GRADE

Ancient Civilizations 2

6TH G RADE

8 T H GRADE

On Level Math Pre-Algebra

Civics & U.S. History

7TH G RADE

On Level Math Pre-Algebra Algebra 1 8TH G RADE

Foundations of Algebra Algebra 1 Geometry

18

6 TH G RADE

Human Body Physics Evolution 7 TH G RADE

Waves; Fields Ecosystems Geology 8 TH G RADE

Climate Change Chemistry Genetics

EL A & SOCIAL STUDIES

MATH

SCIENCE

19

RELATED ARTS & WORLD LANGUAGE

ADVENTURE In Adventure, scholars work in small groups to complete activities that have elements of real or perceived risk. Educational activities and experiences usually involve close interaction with the natural environment or the use of low and high challenge course elements in the school’s Adventure Center.

Through various initiatives, scholars are challenged to problem solve collaboratively, develop effective methods of communication, and apply critical thinking to unique situations.

DESIGN Design curriculum challenges scholars to apply skills such as problem solving, planning, drafting, and revising, as well as giving and receiving feedback.

Scholars become pop artists, architects, greeting card designers, interior designers, and sculptors as they design products for a specific audience. McAuliffe’s Design teacher collaborates with teachers in all content areas to design and support high quality projects and displays that are part of the crosscurricular learning expeditions.

WELLNESS Wellness guides scholars to learn healthy behaviors by engaging in health education and physical fitness activities. Health curriculum is aligned with Massachusetts Health Standards. Scholars investigate health topics including nutrition, physical activity, relationships, puberty, sexuality, stress, hygiene, drugs, body image, and peer pressure. In the school’s fitness center, scholars set and track progress toward fitness goals. Scholars are exposed to cardiovascular activities such as stationary biking, elliptical machines, jump roping, and running. Strength building activities include weight lifting, medicine ball exercises, lower body workouts, and core exercises.

20

WORLD L ANGUAGES McAuliffe World Language classes, Spanish or French, prepare scholars to communicate effectively in real-life situations. Learners develop speaking, listening, reading and writing skills in the target languages of Spanish or French by diving into engaging cultural themes. Teachers create safe, joyful spaces for scholars to practice communicating in another language and develop intercultural understanding. Scholars use technology extensively to access texts and video in the target language and communicate electronically within and beyond the classroom. An Immersion Spanish course is offered in each grade to scholars who have studied the language during elementary school or who speak the language at home.

The World Language curriculum at McAuliffe is aligned with the Massachusetts Foreign Languages Curriculum Frameworks and the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness Standards for Learning Languages.

TECHNOLOGY FOR LEARNING AND LIFE The Technology for Learning and Life (T4L2) curriculum focuses on technology skills and attitudes, so that scholars develop a healthy relationship with technology while becoming increasingly digitally literate. Scholars utilize Google Apps for Education to maximize learning and gain experience using tools that create professional materials and presentations. In T4L2 we want scholars to answer the question, “How can technology help me to be a better and more productive person?” All scholars— no matter how technologically savvy they are—learn important life skills in T4L2.

21

AFTERSCHOOL ACTIVITIES

ENRICHMENT McAuliffe’s Enrichment Program offers scholars opportunities to participate in a variety of afterschool activities. There are three 11-week sessions per year (fall, winter, spring) and program offerings until 5:00pm every afternoon so that many of our scholars participate in more than one offering.

Classes and clubs are facilitated by teachers, parents, and other community members. The program is led by the school’s Enrichment Coordinator.

ATHLETICS McAuliffe’s competitive sports teams provide scholars with opportunities to compete against other local charter schools. Our competitive sports teams include Boys and Girls Cross Country, Boys and Girls Soccer, Boys Basketball, Girls Basketball, and Boys and Girls Track and Field. The program is led by the school’s Athletics Director.

22

CHESS WIZARDS

YOGA BAND

MOSAICS TUTORING TO TASTE

SOCCER

CROSS COUNTRY LEGO ROBOTICS

BROADWAY MUSICAL OUTING CLUB

ANIMAL ADVENTURES

ACRYLIC PAINTING

MUSIC LESSONS/ ENSEMBLE BASKETBALL 23

Christa Mcauliffe Charter School admissions@mcauliffecharter.org mcauliffecharter.org 508-879-9000 x603 Design by Colorbox Industries