To the left is the summary of the work completed by the grade level teams. Our 6 Exemplars include goals to increase STEM Education as recommended by 100% of the staff. The work was presented to the MCS School Board.

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 showcases our STEM leadership team.

All certified staff attend weekly collaboration meetings. Decision-making, data analysis, and information sharing are a regular part of this collaborative time. In the November 11, 2020 faculty meeting, Dr. Lippe focused the discussion on our school-wide goal to become STEM certified. At this time, the faculty saw the progress that had been made on the STEM certification website, were reminded of the process for submitting documentation of STEM in their classrooms, and were able to ask questions, make suggestions, etc.

SMART Goals

Our district has identified six “Profile of a Graduate” attributes that all students who graduate from MCS should possess. The MJSHS 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.

Several MJSHS teachers are earning Blended Learning micro credentials (training provided by BloomBoard) to become district Digital Learning Ambassadors. Here is an excerpt from one of the training modules. "Flex models generally include four essential modalities: group discussion, independent work directed by an online platform, collaborative projects, and 1-on-1 check-ins between the teacher and students. Sequencing these modalities to create a series of blended-learning arcs—with a group launch at the beginning, independent and collaborative work time combined with 1-on-1 check-ins in the middle, and a group close at the end—gives teachers a simple rhythm to guide the flow of a flexible blended classroom that is able to accommodate face-to-face or remote circumstances without compromising student progress."

Common work time is provided two times a week. Teachers plan integrated STEM learning opportunities as either content level or grade level interdisciplinary teams.

Math and science departments meet regularly to discuss common language between subjects. These meetings extend vertically to include K - 12 conversations on (at least) a quarterly basis. In the example to the right, math and science teachers discuss academic vocabulary across content.

Our 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.

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.

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:

• Project-Based Learning (Edutopia)

• Learning We Need: The Case for Rigorous PBL (Webinar)

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.

All Manchester Community School teachers attend multiple 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.

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.

We also offer Intro to Advanced Manufacturing and Principles of Engineering courses to our students. The two courses collaborated to design and fabricate a remotely controlled snow plow.

AP Environmental Science students collect percent cover data in a prairie. In 2012 students worked with a local church to build a 2 acre prairie on their property. Students continue to manage the prairie by removing invasive plants and conducting controlled burns.