Embedded Files
Domain Summary: Culture
Domain Summary: Culture
Manchester Community Schools is a practicing Professional Learning Community (PLC) at Work.™ In this environment, teachers and administrators, in their collaborative teams, embrace a focus on learning, a collaborative culture and collective responsibility, and a results orientation. Collaborative teams meet at least once a week to examine data, integrate and align curriculum, and identify interventions and extensions to ensure all students learn at high levels. Our commitment to STEM education begins with our preschoolers and extends beyond our graduates. From day one, our youngest students are referred to as practicing scientists and engineers and are encouraged to ask thoughtful questions as they begin to explore and learn about the world around them. Our district has identified six “Profile of a Graduate” attributes that all students who graduate from MCS should possess. Developing these attributes is the collective responsibility of all MCS stakeholders.
Over the past several years, the district has made a concerted effort towards STEM certification. The addition of daily common prep time at the elementary and intermediate levels as well as twice weekly collaboration team time at the junior/senior high school has allowed teachers time to collect actionable data, discuss instructional best practices, and plan integrated STEM learning opportunities. The formation of the MCS STEM Innovation Team, with representatives from each building (administrators and teachers) as well as the district level (Curriculum Director) and community partners, has yielded a STEM braintrust. This team conducts STEM conversations with all teachers and welcomes feedback and input at all levels. Student/parent/community feedback data is collected during strategic planning meetings, community engagement nights, and through formal surveys, such as Project Tomorrow’s Speak Up survey.
The importance of relevant, robust STEM/PBL integration is articulated in the district’s strategic plan, vision, and mission. One student achievement goal (INtelligrants pre-application) states that “Students engage in authentic problem solving through participation in STE(A)M, Project- and Inquiry-based learning (PBL, IBL).” Teachers receive instructional supports to assist in the highly effective delivery of academic content.
The district finds unique ways to increase the awareness and connectedness of all things to STEM as well as to celebrate learning. Some examples include social media posts, author/artist visits, display of student work in the community, regional/state competitions, field trips, and hosting STEM events.
Key Focal Points, Concepts, and Common Language
Practicing Scientists & Engineers
Curiosity & Wonder
Deep Thinkers
Innovative Problem Solvers
Professional Learning Community (PLC)
Collaborative Teams
3 Pillars
4 Essential Questions
Profile of a Graduate Attributes
Literate
Communicator
Collaborator
Problem Solver
Passionate Learner
Persevere
1.1 Decision-Making
1.1 Decision-Making
Decision-making regarding planning and implementing the school's STEM program is the work of a school team, comprised of administrators, and teachers, and includes the opportunity for feedback on the program from at least 95 percent of the certified staff.
Decision making regarding planning and implementing the school's STEM program consists of teachers and administrators. We also include community partners in our meetings and conversations to collaboratively share feedback from multiple perspectives. This slideshow represents our STEM leadership team.
The district's Curriculum, Instruction, and Assessment (CIA) team, consisting of representatives from each building, meet to discuss all things related to curriculum, instruction and assessment. STEM integration, PBL training, and formative assessment options are part of these discussions.
MCS Curriculum Director Sue Gnagy works with all teachers and staff K-12 to guide, assist, and implement STEAM activities and content into all areas. Sue is a Buck Institute trained PBL facilitator. She coordinates professional development and training opportunities as well as secures grant funding to support district initiatives.
1.2 Continuity of Learning Plan
1.2 Continuity of Learning Plan
The school's continuity of learning plan includes all three of the following:
1) Integrated STEM lessons in the context of solving a real world problem or challenge
2) Students to work in teams either synchronously or asynchronously
3) A variety of methods are used to assess student STEM learning
For our virtual students, teachers provide weekly STEAM bags that contain the supplies needed to complete activities. Parents pick up/drop off bags once a week. This process ensures equity and continuity in learning as all students have access to essential tools and resources.
Our district has identified six “Profile of a Graduate” attributes that all students who graduate from MCS should possess. The MES Strategic Plan articulates pathways to achieving each attribute including becoming a problem solver, collaborator, and communicator. Exemplars reflect goals to address real world problems or challenges and to teach students how to work independently and in a group setting. Students are given voice and choice when showing evidence of learning.
As a district, we have focused on using the MCS Instructional Framework (embedded below) with fidelity. Teachers use a variety of methods to assess student learning. Checks for understanding are an essential lesson element. The timing, purpose, and several classroom examples of these formative assessments are included in the Instructional Framework.
Instuctional Infographic - Revised.pdfThe MES monthly newsletter (to the left) always includes highlights on STEM and PBL. During the month of February, classrooms explored real world challenges as they learned about weather patterns, the engineering design process, and waves & energy. The image carousel below provides examples of students working in teams during an engineering design process PBL. Students were given opportunities to work as an individual as well as part of a team as they explored the job of an architect.
Teams collaborate to include integrated STEM lessons into the grade level Scope & Sequence. In the example to the right, students receive a letter from Talia's Toybox Company. Unit Summary: Talia’s Toy Box Company has received complaints from parents about how messy toy boxes can get and how hard it is for their children to find their toys without dumping out all of the toys. In this unit, students investigate standard units of measure and sort objects according to their physical properties before applying them to design a toy box organizer. The unit incorporates sequential thinking (below left) and introduces basic coding (below right). A variety of methods are used to assess student STEM learning (specifically the engineering design process in this lesson).
PictureSTEM-Toy-Box-Organizer.pdf
IMG_3880.MOVCreative writing strategies are used to assess student understanding. In the example to the right, a K student demonstrates his learning about the sun.
1.3 Common Work Time
1.3 Common Work Time
Common work time is provided, on a weekly basis, where teachers plan integrated STEM learning opportunities as an interdisciplinary team
All teachers have 50 minutes of common plan time a day where they discuss STEM curriculum integration, state standards, and assessments. Additional collaboration is conducted with the MCS Curriculum Director, MES STEM Specialist, and MES Principal, as well as local experts to add support and ideas.
1.4 Sustainability Plan
1.4 Sustainability Plan
There is a five-year STEM certification sustainability plan in place identifying funding sources for both technology and STEM curriculum and training needs due to staff turnover
1.5 Measurement of Students' Attitudes/Interests
1.5 Measurement of Students' Attitudes/Interests
Formal measurement of students' attitudes toward STEM and/or interest in STEM classes/career pathways are measured at least two times per school year and the school's STEM program is revised, as needed, based upon analysis of this data
SPEAK UP survey data is collected from all students twice a year regarding their attitudes and interest concerning STEM, technology, computer science and career pathways. We use this data to inform our STEM plan as well as our PBL units and community outreach of partners to motivate students engagement and learning.
SpeakUp2020_GradeK-2_GROUP.pdfSpeakUp2020_Grade3-5.pdfAnecdotal Evidence: MES students regularly bring creations, collections, and items from home explorations, extension activities, and "playing STEM" at home. We have created a culture that every student is a STEM scientist making STEM accessible, fun, and a hobby to do on your own time outside of school.
Students write about what they want to be when they grow up and what they love about MES.
1.6 Student/Parent Feedback Data
1.6 Student/Parent Feedback Data
There is a formal collection of student and parent feedback regarding STEM integration on an annual basis and the school's STEM program is revised, as needed, based upon analysis of this data
Parents provide valuable feedback regarding school climate and strategic planning. In addition to building-level strategic plan parent meetings, the community was invited to four public work sessions to provide input related to the elementary school strategic plan.
Quote from parent (emailed to MES STEM teacher, Joel Eichenauer) : "Delaney wanted to show you what she’s been working on today. She made a bridge and a tunnel in one. She loves STEM! Thank you for making learning so fun and interactive!!"
Ada Burgess
STEM parent letter of support x2.pdf
Parents regularly communicate via social media. In the example above, the parent gives a shout out to her son's teacher for providing an inspiring virtual field trip. This student is one of our remote learners.
Another quote from Eris Migliorini, parent of a MES student: "I was extremely excited to hear that a STEM special was going to be offered to my child this school year. Last year, I was disappointed at the almost tunnel vision approach to only the learning of reading and math skills in the classroom. I understand that standardized tests, focus almost exclusively on these skills during the early years, but it does a disservice to our children to hyper focus on these matters alone. Elementary school aged children are remarkably capable of learning about so many different topics. They are eager to learn of almost anything new. Teaching them a more rounded curriculum, especially involving STEM subjects, opens up their minds to many more areas of learning, and helps them embrace the educational experience with more enthusiasm. Giving a child a multitude of interesting teachings is the best way to help create a love of learning, and ultimately better, well rounded students and more engaged members of society. I am grateful to our school for the inclusion of STEM classes. I only want to see more."
1.7 STEM Instructional Feedback
1.7 STEM Instructional Feedback
All of these indicators are documented:
1) Evaluation indicators have been determined, in the current local evaluation instrument or through modifying the local evaluation instrument, for identifying targeted STEM instructional practices
2) All evaluators are trained in observing targeted STEM instructional practices, using the local evaluation instrument
3) Evaluators incorporate feedback on targeted STEM instructional practices in formative and summative evaluations, using the local evaluation instrument
The Superintendent, Principals, and Curriculum Director engage in professional development conversations at monthly meetings. This group is currently discussing how to provide effective feedback during post-observations interviews. The book, Visible Learning Feedback, by Hattie and Clarke is being used to guide conversations.
Career Ladders Planning Grant Abstract 8045 - Sue Gnagy.pngOur district received the Career Ladders Planning Grant. We were one of three in the state to receive funding. A screenshot of the Abstract is attached. We have been working through the creation of the Crosswalk evaluation tool this fall/winter (delayed start due to COVID). This RISE/PBL Crosswalk provides "look fors" for highly effective classrooms using PBL/IBL instructional practices. We believe this evaluation tool will assist MCS evaluators in accurately evaluating PBL classroom teachers.
An example from the RISE/PBL Crosswalk for Domains 1 & 2 is included to the right. PBL trained teachers are currently adding information to the Crosswalk. Informal evaluations are beginning to take place as teachers & administrators pilot the Crosswalk and have conversations to improve its effectiveness. This is a work in progress with a projected project completion date of May 2022
1.8 Instructional Support
1.8 Instructional Support
At least 75 percent of teachers experience at least one of these forms of instructional supports, related to STEM instruction, on a quarterly basis:
1) peer observation
2) lesson study
3) critical feedback
4) coaching
5) modeling
6) action research
7) mentoring
8) targeted professional development sessions
9) curriculum training
Make It Your Own Grant - Manchester Jr/Sr High School was awarded the "Make It Your Own" Makerspace grant from Region 8 and the Schwab Foundation in 2019. This grant included three workshops for participants, with a unique focus on elements of STEM and Makerspace for each day.
We are excited to expand Makerspace to Manchester Elementary, Manchester Intermediate, and Manchester Jr. High Schools utilizing the knowledge gained through this community partnership with Region 8 and the Schwab Foundation. Our goal is to either expand or initiate a Makerspace location in each of our 4 buildings over the course of the 20-21 and 21-22 school years. Participants in the workshops included Ashton Bradford-Johnson, Media Center and Study Hall Paraprofessional; Susan Clifton, Media Center Paraprofessional; Mary Randall, Media Specialist; and Erica Vogel, Special Education Teacher. These individuals will become our Makerspace coaches and assist other teachers with incorporating STEM and Makerspace into their classes.
Manchester Community School teachers attend various professional development sessions and curriculum training opportunities throughout the year. Teachers then return to their respective buildings and share with others the information and practices they received. A list of several STEM related trainings is included in the document to the left.
Teachers from each building participate in district-wide book studies. The Teacher Clarity Playbook by Fisher & Frey provided a hands-on guide for teacher professional development in the areas of creating learning intentions and success criteria for organized, effective instruction. Teachers join a Google Classroom, created and facilitated by the district curriculum director. The Classroom provides a platform for collaboration, discussion, and meaningful reflection.
Teacher reflection from the question prompt discussing the importance of embedding realistic problems and real-world content from Accessible Mathematics, by Steve Leinwand.
Twenty teachers (all grade levels) participated in the High Ability Summer Curriculum Writing Boot Camp. This program was supported by the High Ability Competitive Grant fund and was facilitated by Manchester University Education Professor, Kurt Kurtzhals. Participants earned PGPs for this week long training.
1.9 STEM Communications
1.9 STEM Communications
Communication tools (e.g., website, newsletters, social media, webinars, meetings, etc.) are used two-three times per month to communicate about STEM education
Weekly parent communication is sent home via Parent Square and Facebook which includes concepts taught and pictures.
A communication focusing on STEM is sent home weekly highlighting the Indiana State Standard covered.
A monthly newsletter is sent to all parents and community members which is sent through Parent Square, and Facebook.
STEM Newsletter
STEM Newsletter
Each month Manchester publishes newsletters for families and community highlighting what is taking place in our schools. These newsletters regularly have a STEM feature. Additionally, we are constantly keeping parents informed about our STEM programming through the use of our social media accounts on Twitter and Facebook. These can be viewed in the links in the footer area on the site.
C & I November Newsletter 2019 (1) - Sue Gnagy.pdf1.10 Equity
1.10 Equity
100 percent of students participate in integrated STEM instruction/programming
STEM Special
STEM Special
ALL students participate in STEM as a specials rotation. In this picture (from The Purpose of Parts unit), STEM teacher, Joel Eichenauer, takes a class of first grade students outside to look for and identify local birds (and other flora and fauna). Each student is instructed on the proper use of binoculars prior to heading outdoors.
First grade binocs - Sue Gnagy.jpgAll MES students receive STEM and Computer Science specials in addition to classroom integrated lessons. These specials are "protected" and do not overlap with other special services.
Report abuse