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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
100% of teachers provided input for the future of STEM programs as part of the MCS Strategic Plan. The screenshot below (left image) is from the strategic planning school board presentation and outlines the information gathering/feedback process, which included all MIS faculty and staff. Teachers continued discussions at public work sessions and worked with administrators, school board, and community members to develop strategic planning priorities (bottom right image).
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.
Our leadership team collaborates with our School Improvement Team to discuss the STEM integration process at MIS and share out these updates during monthly staff meetings to get feedback from all staff.
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
Grade level teams plan out the scope and sequence of integrated STEM lessons during common work time. Plans, such as the example above, communicate an overview of the unit, identify student group work, and include a variety of formative assessments. The example below is one of the student presentations created for The Design Process unit.
All students read about and study the design process. Unit/lesson plans are created by teachers in collaborative teams. In this example (left) 5th-grade students went through the design process and were challenged to create their own prototype to solve a problem in their daily lives. During their presentation, students discussed their design process journey including coming up with multiple solutions, describing how they would test their prototype, and brainstorming ways to continue to make adjustments in the future.
6-The-Invaders-Unit-Plan (1).pdfAbove is an example of an integrated 6th grade STEM lesson that addresses a local, real-world problem, Indiana invasive species. Overview of the Challenge: In this Life Science unit, students will work in pairs to research common invasive species found in Indiana. Partners will collaborate to create a PSA to share with the public, informing them about a specific invasive species, how it impacts the environment, and what the public can do to stop the spread of the unwanted pests. Before recording their PSA, students will design a storyboard, write the scripted narration for each slide of the PSA, and then record it using Adobe Spark. To the right and below are 4 examples that show the variety of assessment methods used within a unit. Those methods include a project rubric, daily exit tickets, math, and ELA performance tasks.
SMART Goals.pdf6-The Invaders-Rubric.pdf6-The Invaders-Exit Tickets.pdf6-The Invaders-ELA PT.pdf6-The Invaders-Math PT.pdf
The MIS Continuity of Learning Plan includes integrated STEM lessons in the context of solving real-world challenges/problems. Students experience STEM during their "specials" rotation as well as in their classrooms. STEM units include opportunities for students to work in teams, explore career pathways, and develop employability skills. In keeping with the district focus of improving nonfiction reading comprehension and increasing academic vocabulary proficiency, MIS teachers embed literacy (including reading, writing, and technology) into daily lessons.
At each grade level, teachers exercise a variety of methods to assess student STEM learning. The documents and image carousel below are from the 4th grade Solar House Project.
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 grade level teachers are part of interdisciplinary teams that share daily common work time. Teachers meet at least twice per week (often much more) to plan integrated learning opportunities. Teachers connect content across disciplines with intentionality. They also include career exploration and employability skills into unit plans. STEM units support disciplinary core ideas, high priority standards, and crosscutting concepts.
As a district, MCS uses a "late start" Wednesday model to provide valuable time to faculty/staff. During this time, collaborative teams meet to address the 4 essential questions of Professional Learning Communities, analyze data, discuss highly effective instructional practices, and examine best practice strategies to maximize student learning.
Grade level teams plan integrated, interdisciplinary STEM learning opportunities during common work time. The example to the left is the 5th-grade team planning document for The Design Process PBL. All 5th-grade teachers collaborated on this document to add learning progressions, links to resources, and essential notes. Daily lesson plans are developed using the content from this planning document. All MIS teachers are part of collaborative grade level and content area teams.
(Left) All 5th grade students participate in Ecosystems Day, hiking at a local nature preserve, meeting with area soil and water conservationists, and learning about local food chains. (Right) Back at school, students in their STEM special explore the playground to find the food webs that exist right outside their own classroom.
Grade level teams create project components collaboratively during common work time. Teachers discuss standards, learning progressions/intentions, success criteria, and assessment options as a team. The document on the left is an example of an integrated compare/contrast activity completed during a study on Ecosystems.
Grade level teams meet to discuss STEM integration. Teams explore various resources and integrate project- and inquiry-based units into their curriculum across content areas. The C2T units align with high priority content standards and are incorporated into core classes. Teachers use this integrated approach to make connections across science, technology, engineering, math, language arts, social studies, career exploration, and employability skills.
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
All students complete an interest survey at the beginning of the year and then research various career possibilities in that area they may be interested in pursuing in the future. Teachers use this data to form new community partners to engage students. They also use this information to extend learning opportunities in the PBL units for students, based on interests.
scan_hterflinger_2019-09-24-09-56-07 - Jen Birch.pdfGrade level teams compiled information on STEM Career Exploration. This list explains some of the various projects students participate in and the intentional connections to college and career readiness, employability skills, and career exploration.
STEM Evidence - Sue Gnagy.pdfThis is a sample of 6th grade's Future Self project which includes research into jobs that students could hold in the future. This project includes a discussion of STEM-related career fields.
Speak Up Survey
Speak Up Survey
Parents, students, faculty & staff participate in Project Tomorrow's annual Speak Up Survey. "Each survey contains 15 to 30 questions, with one or two open-ended responses. 60% are legacy questions; carried over from year to year to track changes in attitude over time. 40% are created each year to gain insight into emerging technologies and innovations. Student questions are grade and reading level appropriate; separated into options for grades Kindergarten through 2nd, 3rd through 5th, and 6th through 12th." (from https://tomorrow.org/speakup/index.html) Below are the 2020/2021 questions for students. The survey is administered annually in late spring in both English & Spanish.
SpeakUp2020_Grade3-5.pdfSpeakUp2020_Grade3-5 - SPANISH.pdfSpeakUp2020_Grade6-12.pdfSpeakUp2020_Grade6-12_SPANISH.pdf1.6 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
Students, parents, and community members provide valuable feedback in the areas of school improvement, which includes STEM integration and strategic planning for the future. Updates are given at monthly school board meetings via slide presentations with data/feedback collected from all stakeholders.
scan_jbirch_2021-01-21-11-48-04.pdfTo the left is an example of a STEM Strategic Planning committee agenda and participants. Members of the committee met to discuss STEM opportunities and implementation at MIS. Parent feedback is used to examine and revise STEM programming as needed.
Students were given an opportunity to reflect and express their thoughts on the various STEM projects completed throughout the school year. The feed back is used to determine what went well and what needs improvement for the following year.
Examples of student responses:
"Coding in Scratch. It'll help me if I want to make games in the future." -4th Grade Student
"It has been making our own video game so maybe I could code games when I am older." -4th Grade Student
"Ginger bead houses, this will help me in the future because we did area and perimeter." -4th Grade Student
"My favorite STEM project was when we had to make an invention to help people. I think this will help me in the future if I ever want to make something to help me out." -5th Grade Student
"My favorite STEM project was probably inventing a new product with my friends. I think this will help me in the future because it taught me to work hard and to collaborate better with others." - 5th Grade Student
"My favorite STEM project was the bridge build. The reason it was my favorite was because it challenged me and my group because of the requirements and standards it had to be up to" -6th Grade Student
"Snowball catapult it really helped me understand how much tension rubber bands have or can have to then understand the amount of work and idea thinking it takes to make something fly through the air." - 6th Grade Student
Speak Up Survey
Speak Up Survey
Parents, students, faculty & staff participate in Project Tomorrow's annual Speak Up Survey. "Each survey contains 15 to 30 questions, with one or two open-ended responses. 60% are legacy questions; carried over from year to year to track changes in attitude over time. 40% are created each year to gain insight into emerging technologies and innovations. Student questions are grade and reading level appropriate; separated into options for grades Kindergarten through 2nd, 3rd through 5th, and 6th through 12th. Questions for Parents, Teachers, and School Administrators take into consideration each group’s unique perspectives." (from https://tomorrow.org/speakup/index.html) Below are the 2020/2021 questions for parents and students. The survey is administered annually in late spring in both English & Spanish.
SpeakUp2020_Parents.pdfSpeakUp2020_Parents - SPANISH.pdfSpeakUp2020_Grade3-5.pdfSpeakUp2020_Grade6-12.pdfOther Feedback
Other Feedback
North Manchester is a small rural town. Teachers and administrators receive feedback from parents at the grocery store, the gas station, local restaurants, etc. We also use our communication tool (ParentSquare) and our social media platforms to request/receive feedback on events and programs. In the future, we plan to give a formal Google Form survey (specific to MCS) to parents and students regarding STEM learning. Our goal is to receive consistent, actionable data from our stakeholders.
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.
Common Language & The Why of PBL
Common Language & The Why of PBL
Recent information shared with administrators and their teachers on Gold Standard PBL offers data from Lucas Education Research to support "the why" behind using PBL as a best practice strategy.
Project-Based Learning, done right, works! Recent studies show PBL to be an instructional approach that reaches all students. It maximizes practices and skills that rely on critical thinking and problem solving. The impacts of Gold Standard PBL can be seen outside of the target domain(s), including areas of language development and SEL. Within this New Research Makes a Powerful Case for PBL article are links to supporting evidence, including these Research Briefs from Lucas Education Research. Here are links to additional resources:
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
100% of MIS teachers experience targeted professional development, training, and instructional supports related to STEM integration on a quarterly basis. (Above right) All teachers join a Google Classroom, created by the district's Curriculum Director to receive targeted professional development on Create2Think/PBL units. Teachers respond to question prompts and participate in forum discussions within this platform. (Above left) "New to MCS" teachers (first two years of employment) receive mentor/mentee training targets throughout the year. These topics were identified using survey results from new employees over the past several years, identifying the biggest "need to knows" for "new to MCS" certified staff.
Teachers have the opportunity to participate in a variety of professional development and training related to STEM instruction. Book studies are one of our favorite ways to initiate engaging conversations about pedagogy across all grade levels and content areas.
MIS STEM teachers participated in a computer science professional development at Purdue University. Staff were able to learn and develop the computer science curriculum and collaborate with other teachers and administrators from around the state.
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.
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.
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
Newsletters
Newsletters
Parent Square
Parent Square
Manchester Intermediate School utilizes ParentSquare to keep parents and community informed of activities happening at around the school. Messages are sent out daily and available to parents through the application, email, and text messaging. The screenshot below indicates levels of engagement on this platform. District, building, and classroom leaders can send and receive messages using ParentSquare. This two-way communication platform offers translation features so all families can be fully engaged.
1.10 Equity
1.10 Equity
Elementary: 100 percent of students
participate in integrated STEM
instruction/programming
IMG_2644 - Jen Birch.jpegAll students participate in PLTW as a STEM specials rotation. This time is protected to ensure all students have access to STEM instruction.
All classroom teachers also integrate STEM created units.
4th-6th grade teachers integrate STEM into their classrooms for students through the PTLW, CREATE2THINK, and NSTA Press PBL units.
All 6th grade math students participate in the math carnival to design a game that has 40% probability rate of winning. Students work in groups to plan, design, build, and play the games. Winning rates are tracked and adjustments are made as necessary to make the game "successful".
IMG_3676 - Jen Birch.JPG
All students, grades 4-6, participate in owl pellet dissection and skeletal reconstruction during the STEM rotation.
All 5th grade students participate in Ecosystems Day, traveling to ACRES Land Trust to learn about forest ecosystems. Students also take part in a presentation from Wabash Soil and Water Conservationists to learn about watersheds and their impact on surrounding ecosystems.
Instructional support staff members push into STEM rotations to assist all students.
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