Mcauliffe booklet final 48hr

CHRISTA McAULIFFE CHARTER SCHOOL GRADES 6–8 | FRAMINGHAM, MA 1

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

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8:15 8:30 1:30 3:30 5:30

MCAULIFFE AT A GLANCE

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OUR CURRICULUM

The Expedition Model McAuliffe’s curriculum is organized into units of study called Learning Expeditions. Expeditions are cross-curricular and 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. Expeditions typically include fieldwork, interactions with experts, a final product, and a culminating event.

OUR INSTRUCTION

Promoting Critical Thinking McAuliffe’s teachers use instructional practices that promote rigorous learning expectations, ensuring that all scholars think and participate, 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 general and special educators co-teach in order to differentiate instruction and hold the bar high for all scholars.

Public school

and we serve all Metrowest towns

HOLLISTON

CREWCrew ADVISORY GROUP EVERY SCHOLAR BELONGS TO A

16-25

At the core of the McAuliffe culture is Crew—an advisory system that

OF 12 each SCHOLARS scholar participates in every year. Crew can be compared to

& 1 TEACHER

STUDENTS

homeroom but is so much more than that. During Crew, scholars get to know one another and their Crew leader through team-building Crew leaders facilitate goal setting, service projects, and (THEgames.

CREW LEADER) conversations about topics that include bullying, study skills, peer pressure, and high school transition.

EDUCATIONAL PHILOSOPHY

OUR ADVISORY SYSTEM CLASSES RANGE FROM

OUR STUDENT GOALS

Learning Targets “Learning Targets are goals that you work up to by learning about the subject. Say that the learning target is ’I can explain how Asian exports impact the world’s economy.’ You would watch videos, do research on the computer, and maybe meet up with an expert to learn about Asian exports. You would then, through a project, show how experts impact the economy.”

–Jack Landsiedel, Class of 2016

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OUR STUDENT ASSESSMENT SYSTEM

Standards Based Grading McAuliffe is a targets-based grading school with 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, Respect, and Collaboration.

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.

INTERVENTION

EXTENSION

Reading

Marine Biology

Math

Fashion Design

Social Thinking

Shakespeare ... and many others!

OUR MOTTO

We Are Crew Not Passengers “Crew is the main focus of our learning philosophy. We belong to a Crew, we travel as a Crew, and we work as a Crew. We are a team and if one part of the Crew does not pull equally the Crew is not as effective. We are all responsible for the working of the Crew but in order to be a good Crew member one must be responsible for their own growth too.”

–Evan Spitzer, Class of 2015

EDUCATIONAL PHILOSOPHY

I love working at a school where scholars become leaders of their own learning. As 6th graders, most scholars enter McAuliffe in the passenger’s seat of their education. By the end of 8th grade, most McAuliffe scholars have learned how to be in the driver’s seat.

–Christina Morello, Math & Science Instructional Coach

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OUR LEARNING TOOLS

Technology McAuliffe cultivates a collaborative learning environment for our scholars and teachers in part by integrating technology into our instruction.

Teaching with Technology McAuliffe is the first middle school in MetroWest to provide every scholar in the school with access to a laptop during each of his/her classes. Teachers integrate technology in their lessons guiding scholars to use technology as a tool to support their learning. For projects and expeditions, laptops are used for collaboration, group work, facilitating feedback, producing high-quality products (websites, posters, books, and multimedia presentations) or to Skype with experts in Boston or halfway around the world.

Scholar Email Accounts & Collaboration Tools Every McAuliffe scholar is assigned an email account that allows scholars to communicate and collaborate with their peers and teachers.

With their accounts, scholars are also provided a suite of educational apps to create documents, spreadsheets, presentations, and more.

These accounts are secure and monitored closely by McAuliffe staff.

EDUCATIONAL PHILOSOPHY

There is nothing I “can’t do” only tasks and skills I haven’t mastered YET.

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A SAMPLE 6TH GRADE LEARNING EXPEDITION

Building Bridges from Me to We! Scholars start their careers at McAuliffe by embarking on an exploration of who they are and what it means to become a part of the McAuliffe community. The theme of “Building Bridges” provides an academic framework for scholars to learn about social connections and the importance of relationships as well as the physics and design principles behind the construction of physical bridges.

Science

Fieldwork and Experts

Scholars learn the engineering design process while building model bridges. Scholars also investigate a case study of local Framingham bridges, learning from town officials, and the engineers who designed the bridges. Scholars apply their knowledge of the engineering and design process to analyzing the decisions made about these bridges in their own community.

The fieldwork for this expedition consists of a threeday, two-night trip to Berkshire Outdoor Center.

At Berkshire Outdoor Center, scholars engage in teambuilding activities in order to develop an understanding of McAuliffe’s core values and what it means to be a good crew member. Scholars also meet with an expert in the field of bridge design to learn about different types of bridges and the materials used to construct them.

Humanities One of the three themes of geography is “connections” which explores how people move from place to place. In this expedition, scholars learn about cultural bridges. Scholars examine a case study of Framingham’s sister city in Brazil, Governador Valadares, and what it means for Brazilian immigrants to establish themselves in the Framingham area.

In English Language Arts, scholars write a narrative about becoming a part of a community.

Final Product and Culminating Event In this expedition, scholars reflect on the ways that they build bridges in the McAuliffe Community and create a website for future McAuliffe scholars.

Scholars also host an evening event to showcase their learning and to introduce others in the MetroWest community to the school.

GUIDING QUESTIONS What are the characteristics of a strong bridge?

Why should people strive to build strong bridges?

How can you be a part of building a strong bridge?

EDUCATIONAL PHILOSOPHY

When I learned about McAuliffe, I knew it was the right place for me because of its emphasis on EL Education. The fact that I am encouraged to facilitate learning experiences that involve collaborating with experts and using data from fieldwork to create authentic products for relevant audiences is what education should be about in the 21st century! I love it that I am expected to plan expeditions (exciting!) and not units (boring!).

–Amy Beckhusen, 6th Grade Humanities Teacher

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A SAMPLE 8TH GRADE LEARNING EXPEDITION

Justice for Whom? Legacies of Reconstruction in the Juvenile Justice System This expedition explores the meaning of justice, racism in our justice system, and how best to work with teen offenders so that they can contribute to their community. Students first learn about the Reconstruction era as a case study of both a society’s attempt to rebuild after a major injustice and an opportunity to analyze the role that race has played in our nation’s history. They then examine the contemporary juvenile justice system to examine the role that race, gender, and other factors play in our society’s approaches to young offenders, and consider how that system could be more just.

Humanities Students engage with multiple primary sources to study the Reconstruction era, then build their background knowledge about the criminal justice system today. Students read The Other Wes Moore and excerpts from The New Jim Crow, and synthesize concepts from the two texts to gain a rich and nuanced understanding of the factors at work in today’s criminal justice system.

Experts Scholars work with experts to learn about the current data of who is in the juvenile justice system, why teens enter, and who successfully leaves. Experts include the District Attorney for the county, a local judge, youth advocates, sociologists, public

defenders, and people who work for the Department of Youth Services. These experts shared data that they themselves had questions about and asked students to make sense of the data in their final product.

Final Product & Culminating Event Scholars create an Infographic based on the data they researched on their topic. At the culminating event, scholars discuss their Infographic in posterstyle presentations. This allows audience members to individually interact with scholars and ask specific questions about the presented information. Experts attend the event, adding a layer of authenticity to students’ work.

GUIDING QUESTIONS What is justice?

What are the legacies of Reconstruction in society today?

How does the juvenile justice system impact communities?

EDUCATIONAL PHILOSOPHY

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Our Subjects HUMANITIES (ENGLISH LANGUAGE ARTS & 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).

MATHEMATICS Classes balance skill building, concept development, modeling, and problem solving.

Lessons incorporate a variety of structures and activities: stations, math journals, collaborative problem-solving, use of manipulatives, games, simulations, and projects.

When it makes sense, math instruction is integrated into Learning Expeditions, especially opportunities to engage with authentic data collection and analysis.

SCIENCE 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 a focus on non-fiction reading and writing aligned with the Common Core standards.

SIXTH GRADE

SEVENTH GRADE

EIGHT GRADE

Geography

Ancient civilizations

U.S. history

MATHEMATICS

Pre-Algebra, On Level Math

Algebra 1, Pre-Algebra, On Level Math

Geometry, Algebra 1, Foundations of Algebra

SCIENCE

Bridges, engineering and design, introduction to chemistry & cells, ecology

Physics, geology, evolution and biodiversity

Body systems, cells, chemical reactions, environmental science, space

HUMANITIES

OUR ACADEMIC SUBJECTS

ELA AND SOCIAL STUDIES

MATHEMATICS

SCIENCE

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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

In Adventure, scholars work to complete activities that have elements of perceived or real risk.

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 cross-curricular learning expeditions.

In Design class, scholars become pop artists, architects, greeting card designers, interior designers, and sculptors.

Scholars apply skills such as problem solving and planning in design class.

The Technology for Learning and Life (T4L2) curriculum focuses on technology skills and attitudes, so that scholars develop a healthy relationship with technology. 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.

OUR ACADEMIC SUBJECTS

TECHNOLOGY FOR LEARNING AND LIFE

WELLNESS

Technology for Learning and Life focuses on skill and attitudes.

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.

In Technology For Learning and Life class, scholars gain experience using tools to create professional materials and presentations.

Scholars investigate health topics including nutrition, physical activity, and sexuality.

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WORLD LANGUAGE McAuliffe scholars study either French or Spanish. There is a focus on the development of oral and written expression as well as the grammatical rules and configurations that bring words together to make meaning. An Immersion Spanish Course is offered to scholars who have studied the language during elementary school or who speak the language at home.

AFTERSCHOOL ENRICHMENT PROGRAM

In World Language classes, there is a focus on the development of written and oral expression.

McAuliffe’s Enrichment Program offers scholars with opportunities to participate in a variety of afterschool activities. There are three 11-week sessions per year (fall, winter, spring) and program offerings until 5:30 pm 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.

McAuliffe’s Enrichment Program provides scholars with opportunities to participate in a variety of afterschool activities.

BROADWAY REVIEW

MOSAICS TUTORING TO TASTE

OUR ACADEMIC SUBJECTS

HIP-HOP DANCE

SCRATCH PROGRAMMING

WEB DESIGN

BAND

KNITTING

SOCCER

OUTING CLUB

ACRYLIC PAINTING

DEBATE CLUB

BASKETBALL 21

A DAY IN THE LIFE 8:15AM

8:35 AM

CREW

ENGLISH & LANGUAGE ARTS .

12:00 PM

12:55 PM

1:50 AM

ADVENTURE

SOCIAL STUDIES

MATH

.

A DAY IN THE LIFE

9:30 AM

10:25 AM

11:20 AM

SCIENCE

FRENCH

LUNCH & RECESS

2:45 PM

3:30 PM

LAB

AFTERSCHOOL ENRICHMENT & ATHLETICS 23

Christa McAuliffe Charter School admissions@mcauliffecharter.org mcauliffecharter.org 508-879-9000 x603 most photos by Josephine Sittenfeld design by the Sketchy Pixel