principal of day/evening school- revised - brockton public
TRANSCRIPT
BROCKTON PUBLIC SCHOOLS BROCKTON, MASSACHUSETTS
Principal of Day/Evening School- Revised
The Brockton Public School System is seeking candidates for the Principal of the Day/Evening School to lead a grade 9-12 alternative school. This is a two-year, twelve-month Race to the Top funded position. This administrator will serve as the instructional leader of an experienced staff and diverse student body. The successful candidate will be expected to:
Supervise other alternative pathways programs as designated by the Superintendent Oversee development of the Day/Evening School as a self-supporting Chapter 70 program Manage the daily operations of the Day/Evening School, including student discipline Monitor program referrals, conduct intakes, and develop alternative curricula for college and career
readiness Coordinate efforts of the Day/Evening School with other Alternative Education programs in the district
in order to develop an integrated system of Pathways for the entire district Work with community-based organizations as partners in Alternative Education Programming Serve as a resource to students and parents to re-engage students who are currently out of school Enhance and sustain a superior learning climate to insure academic success Advocate high expectations for students and staff Possess outstanding educational leadership and administrative skills Demonstrate expertise in curriculum development and technology Integrate best practices into the curriculum Possess knowledge of state frameworks, MCAS, NCLB and data analysis Have experience in professional development, staff supervision and evaluation, budget preparation, and
building management Demonstrate successful experience in the field of alternative education Possess at least a Masters’ Degree and appropriate Massachusetts Principal license (or the ability to obtain
proper licensure within one calendar year) Other related duties as assigned by the Deputy Superintendent Salary range: $95,000-125,000
Interested candidates should immediately forward a resume, letter of intent, and a copy of license to:
Dr. Kathleen F. Moran - Human Resources 43 Crescent Street
Brockton, MA 02301 (508)580-7535
FAX: (508)580-7091
Ad Principal of Day/Evening School
The Brockton Public School System does not discriminate on the basis of race, religion, color, national origin, age, sexual orientation or disability in admission to, access to, treatment in or employment in its programs and activities.
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EdisonAcademyBrockton Public Schools
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Table of Contents
Content Page Mission and Vision 2-3 Statement of Need 3-5 Primary Partnerships 5-7 Curriculum, Instruction, Assessment 7-11 Promotion and Graduation Requirements 11 Supportive Environment 12 Intake and Admission Policy and Procedures 13-14 Recruitment 15 Application Process 15-17 Guide for Placement of Students with Disabilities and English Language Learners
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Appendix Application 32-33 Required Documentation Checklist 34-35 Recommendation Form 36 Academic and Behavior Success Plan 37-38 Weekly Progress Note 39 Credit for Work Service 40-46 MA Work-Based Learning Plan 47-50 ELA, Math and Science-Technology-Engineering MCAS Portfolio Checklist
51-59
School Calendar 60-61 Program Schedule 62 Academic Calendar School Closings 63 Individualized Graduation Planner 64 Assessment of Needs and Services 65-82 Interagency Permission To Share Information 83-87
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Edison Academy
Mission Statement
The mission of the Thomas Edison Academy is to implement an innovative program that offers instructional support and
intervention strategies that reconnect students who are over aged and under credited for grade level, and are either at‐
risk of, or have already dropped out of school. Through the establishment of community partnerships and the use of
community resources, the academy seeks to embrace these youth in a rigorous high school diploma program focused on
academics, career training and college readiness. The Academy will accelerate student progress and maximize the
effectiveness of how curriculum and instruction are delivered through the development of 21st Century literacy skills and
a responsive personalized learning experience.
Vision Statement
The Edison Academy is committed to providing excellence in education for all students. The school will offer student‐
centered programs and learning experiences that promote both academic and social achievement. As a richly diverse
community of learners, Edison Academy will assume a central role in the community by linking local agencies,
businesses, and institutions of higher education to the school. The Academy will actively recruit highly qualified
educators who mirror the diverse student population and can offer rich experiences and comprehensive supports in
their content areas.
The Edison Academy will provide a safe and productive learning environment in which students can communicate
effectively, think critically, solve problems and are technologically literate through a variety of curricular and
community‐based programs. Students will learn to understand important concepts, develop essential skills, and apply
what they learn to real‐world situations. Through a challenging course of study with high standards and experiential
learning opportunities, students will become responsible learners who can not only work collaboratively, but also be
accountable for their own academic and developmental progress.
The Academy envisions an approach to learning that starts with each student. This student‐centered learning maximizes
the potential for full participation of each student, and expects of each student an active role in the design of his/her
individual student success plan. Learner support will be built into each day for the review of short term and long term
goals that are part of each Individual Student Success Plan (ISSP). Students will be placed in small advisories for this
purpose.
The Academy plans to build structured learning time into the varied and rich learning experiences that occur for many
students outside the school walls, especially at work sites and community service learning opportunities. Dignity and
self‐esteem are often found through work, along with the economic benefit of wages, and these kinds of experiences
are often worthy of academic credit. The Academy will offer academic credit for well‐structured paid or unpaid
internship experiences that are governed by an agreement between the school and the site, that are monitored by
school staff, and for which students create products and materials that demonstrate important and substantial learning
has occurred.
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To realize its mission, the Academy will ensure that all students have:
A Graduation Coach who serves as an advisor and counselor
An Individual Student Success Plan the students actively design with staff support
Occupational guidance and preparation
Paid and/or unpaid internships at work sites and community service experiences for academic credit
Responsive services to address any challenges they face that may interfere with learning, with the support of
community partners who possess expertise and resources relating to those challenges
Access to technology leading to digital‐age literacy, including distance learning and full use of internet‐based
information sources
Opportunities to take college level courses that earn both high school credit and, simultaneously, college credit
at partnering institutions of higher education (dual enrollment)
Intensive exposure to college expectations to ensure college readiness, including early administration of the
Accuplacer test used by Massachusetts community colleges
The ability to take any and all courses required to satisfy the expectations of the MassCore curriculum, either at
the Academy or via dual enrollment at an institution of higher education
A well‐developed role for their parents/guardians to be active supporters of their education
The school will be designed to offer students a later start in the day and a twelve month program that will include
work based learning experiences as a core component of services. Students will enroll in courses that run from
September through June. From September through June, classes will be held Monday through Thursday from 3:00
PM to 9:00 PM. Students will attend Friday advisory sessions during which teachers will evaluate their individual
progress and assist them in further development of comprehensive essential skills. The summer session will have a
flexible learning schedule that allows students to complete a career exploration, internship, or community service
component.
Edison Academy students will graduate as lifelong learners who will make valuable contributions to their
community. Through the collaboration of school and community, every Edison Academy graduate will be well
prepared for the demands of the 21st century.
Statement of Need
The dropout rate of the Brockton Public Schools during the 2008‐2009 school year was 5.4% which exceeds the state
average of 2.9%. This rate is present despite the efforts the District has implemented to decrease the number of youth
who are disengaging from the educational process. Currently, the Brockton Public Schools offers various distinctive
alternative pathways for serving the needs of students for whom the traditional setting at Brockton High School has not
worked. One alternative, the Afternoon Academy program currently serves English Language Learners who are over‐
aged and under‐credited for grade level. The Night School program, which is the another option, serves over‐aged and
under‐credited students who leave Brockton High school due to a variety of academic, personal, and behavioral issues.
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Both programs serve youth between the ages of 16‐21. By combining these two pathways and providing additional
supports and services, the needs of the two populations will be serviced in a comprehensive and promising manner.
Students who have not experienced success in the traditional school setting need to be offered hands‐on educational
opportunities and varied teaching methodologies that are sensitive to different learning styles. Providing support for
these students as they explore this type of program will empower students to make the connections between success in
school and a productive post secondary career. Students who master new skills take ownership of their learning and are
more likely to seek additional educational opportunities beyond high school.
During the 2009‐2010 school year, 13.6% of the students at BHS were Limited English Proficient. There are currently 35
students enrolled in the Afternoon Academy program. The Edison Academy would expand the scope and capacity of the
program and offer a viable alternative pathway for this group of students. The Academy would allow for the exploration
of additional programming to attract and retain a larger number of students who are at‐risk of dropping out.
The Night School program serves approximately 200 students per year. Between 50‐70 students per year attain a High
School diploma through this program. This alternative path to graduation provides an invaluable service to at‐risk
learners who need an accelerated and alternate means to a diploma. Both the Afternoon Academy and Night School
programs face challenges in serving the targeted populations. The specific challenges and issues that will be addressed
by the implementation of the Edison Academy are as follows:
The funding for Afternoon Academy is finite with no guarantees beyond this fiscal year. When this funding is
depleted, the program will become a fee based service. Night School is such a tuition based program in which the
average student must pay $660. per semester to attend. Almost 70% of the students at BHS are low income
students who qualify for free/reduced lunch. The cost associated with the Night School program prevents many
students from attending. 100% of the students in the Afternoon Academy program qualify for free/reduced lunch,
and any tuition will be a prohibitive expense.
Many students in the Afternoon Academy program have a limited or interrupted educational history. This proposed
program will have the flexibility to accelerate credit accrual to help these students catch up and engage in an age‐
appropriate learning experience.
There is a lack of educational continuity for many of these youth due to the high rates of mobility of the student
population. Youth tend to move between various residences due to a multitude of issues stemming from family
dynamics and other various socio economic issues. Many students transfer from one inner city school to another
carrying forward the very issues that caused them to transfer to the alternative setting. These issues increase the
rates of drop out for our populations.
Concerns are presented with the unidentified or under‐addressed specific learning needs of specific populations
including English language learners, students with disabilities, teen parents, court ‐ involved youth, homeless
students and others. The wrap ‐ around services presented with the design of the Edison Academy are created to
support the individualized needs of each youth enrolled. Increasing the opportunity for student to engage in
authentic learning with connections to the community, to be able to do their homework during school with
additional supports, and then explore the real opportunities of work and / or community service learning will make
the learning experience valuable to the student.
Lack of parental involvement for the student populations represented tend to cause pose challenges for the youth
to value and commit to the educational process. Again the wrap around services presented in the Edison Academy
model will assist in fostering the intrinsic motivation that will engage students in the educational process.
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The inflexibility of traditional high school schedules pose many barriers to the student populations described. An
individualized and flexible schedule to meet the needs of all learners as outlined in the Academy will remove many
of the barriers of the traditional high school setting. Additionally, the traditional school year does not provide
opportunities to accelerate credit acquisition for older students who need to graduate school before they age out of
the school system. It is projected that youth who enroll in the Academy will do better in high school, complete high
school at a higher rate and continue on to college at a higher rate.
There is a lack of awareness and/or family support for post secondary education. Most students have a lack of
family role models who have completed high school or have entered into post secondary programs. The Academy
will assist the students in establishing the goal and believing in the possibility of entrance into college.
Economic issues require many students to work during traditional school hours thereby causing issues of truancy
and disengagement in the educational process. The proposed model of services would turn this barrier into a
positive by providing credit for work and / or community service learning.
The flexibility as outlined in the design and implementation of the Edison Academy is necessary in order to carry out the
objectives of the school. Students need to experience success to be accountable. The school’s primary responsibility is
to be student‐centered. A cooperative effort by family, students, community, and school is critical to meet the needs of
the individual. The program will focus on students individual academic, social, and emotional strengths. Students excel
in an environment where they are valued and challenged. Valuing differences is essential to success in a program such
as this. A collaborative process between school, community and student, and family offers an opportunity for students
to experience success in an educational setting. There is strong staff, parent, and community interest in this Academy as
is presented in the representatives of the committee who worked on the design of this school. The implementation of
this proposed school would allow for the creation of an innovative program that includes expanded electives as well as
career, and work programs designed to heighten the success of the students involved for their betterment as well as the
community at large.
Primary Partnerships
Community partners are an essential and integral component to the design and implementation of the Edison Academy.
The section below will highlight the partnerships and provide a brief description of their services.
I. Dual enrollment services will be offered via the following partnerships:
Jon. L. Jenmarc, Incorporated in conjunction with Fisher College has agreed to provide the Academy with a program entitled College Jump‐Start. This program is designed to offer seniors a means to earn undergraduate credit for course work. These credit courses would be offered free of all charge. Each course will carry 3 undergraduate credits from Fisher College, which may be transferred into any accredited college.
Masassoit Community College will offer distance learning opportunities to the student population. In addition to this service, the Accuplacer will be administered at the Academy via resources provided by Massassoit.
Bridgewater State University through their Continuing Education Department will assist in dual enrollment opportunities for the Edison Academy youth.
Catholic Charities have a Certified Nursing Assistant and a Certified Home Health Aide program. This agency is willing to have students enroll in either option at their location or will offer the courses at the Academy if the numbers of interested youth warrant the change in venue.
II. Work and community service partnerships will be offered through the following contacts:
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Stonehill College will provide supports and resources for the Community Service Learning component of the Academy’s service plan. Stonehill students will also complete community service work in the Edison Academy by providing additional supports in the classroom.
The Brockton Area Workforce Investment Board will assist in connecting employers with job seekers.
The Metro South Chamber of Commerce will foster connections in the community for paid and unpaid internships.
Youth Works, a component of the Brockton Area Private Industry Council, will provide workforce development services in to assist the youth in acquiring skills that will enable them to be productive members of the labor force and attain economic self‐sufficiency.
Commonwealth Corporation will offer technical assistance relating to academic credit for work and community service learning experiences.
Chartwells is the District food service provider. This organization has agreed to provide internship opportunities within the cafeterias of the schools.
Concord Foods will offer a limited number of internship opportunities due to the skill level required to work in their factory setting. Representation on the Edison Academy Advisory Board will be provided by an individual from this company as an alternate form of support.
Harbor One, a local banking facility, has agreed to accept interns at their locations. Additionally, they have agreed to offer extended hours at the on‐site banking location that is located within the building that will host the Edison Academy. This will foster the ability to increase the opportunity for youth interested in the field of finances to have supportive exposure to the career.
Community Bank
Good Samaritan
Signature Health Care is interested in offering internship experiences in the variety of opportunities that are presented in a medical health care facility.
Verizon
Comcast
Community Cable Access
III. Wraparound supports will be offered by the following partners:
Brockton Area Multi Services, Inc. (BAMSI) will offer counseling and other services via its role as the local Community Service Agency (CSA). BAMSI offers an array of services such as:
o community resources, information and support services o developmental disability services o family support and stabilization services o individual and family counseling o mental health services o and other such supports o mobile crisis intervention
Stonehill College through the office of Community Based Learning has agreed to provide college students who will volunteer to assist in the classrooms by providing individualized and small group supports to the learners.
Massassoit Community College has agreed to provide MCAS remedial supports to youth who would require this service.
Health Imperatives is willing to provide health related workshops, courses, informational materials and experiences.
IV. College Access and Planning Services
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The Massachusetts Educational Financing Authority (MEFA) will be utilized to offer college planning, saving and financing assistance. Students will create a portfolio using the new MyPlan for College Program sponsored by the Department of Elementary and Secondary Education and MEFA.
Massasoit Community College will administer the Accuplacer at the Academy. The purpose of ACCUPLACER tests is to provide students with useful information about their academic skills in math, English, and reading. The results of the assessment, in conjunction with information on academic background, goals, and interests, are used by academic advisors and counselors to determine appropriate course selection.
Health Imperatives is willing to offer classes on site that are designed to focus on various aspects of the health care industry. This agency has an existing curriculum that would be implemented. A core aspect of the curriculum is centered upon the utilization of guest speakers from the local hospitals who are currently employed in the field.
The partners listed above were chosen due to the ability and specialty of their service options. Through these
collaborative initiatives, a comprehensive model of services can be offered for youth, a level of comprehensiveness that
could not be offered without their supports.
Curriculum, Instruction, and Assessment
The focus of the curriculum at the Edison Academy will combine high expectations for every student utilizing a
competency‐based and standards‐aligned approach, a personalized learning environment, and opportunities to make
connections between classroom learning and the world outside the school.
The model for implementation is embedded in a performance based system with a supportive culture and effective supports. The Edison Academy provides curriculum, instruction, and assessment that are focused on knowledge, skills, and understandings. Students develop meaning and understanding at their own pace and graduate according to their demonstrated learning rather than seat time, age, or credit accumulation.
Curriculum
The competency‐based and standards‐aligned curriculum are designed to help facilitate rigorous and relevant understanding in the classroom by highlighting what is most essential in a discipline and supporting students in mastering the standards and provide a framework for teachers to authentically assess student work. Both the competencies and the prioritized standards are present in all aspects of curriculum design. The curriculum development begins with identifying what students need to know, understand, and be able to do for a course or subject. The scope and sequence is developed by identifying the appropriate competencies and state content standards students will learn in each course. Next, teachers develop curriculum maps, authentic assessments, unit lesson plans overviews, daily lesson plans and rubrics that will enable their students to meet the prioritized standards by demonstrating their knowledge, understanding and ability in the competencies.
The selection of appropriate materials and resources is driven by decisions about what students need to know, understand, and be able to do. The Edison Academy classrooms will utilize curriculum materials and resources drawn from a wide range of group identities and backgrounds to foster cultural respect and identity. The educational resources that are implemented in the traditional classroom setting will be enhanced with increased technological advances to foster 21st century skill development. This medium will be united with hands on real life engaging projects to instill the skill set required for future success. Traditional classroom exposure will be available for those youth who thrive and are more confident in this setting.
Data
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Accountability is imperative for all schools. It's not only important to employ standardized tests to measure student performance but it is imperative to track baseline data to measure student growth. Different measures of data need to be triangulated in order to assess competency of the standards. A diagnostic standards based assessment will be administered upon entrance to place students accordingly so as to meet their educational needs and secondly, for a method of tracking baseline data. Although assessments may vary, their measurements will adhere to state standards and speak to students' knowledge of the mandated curriculum. Data meetings will analyze these data with all teachers so teachers will be begin to analyze trends in areas that will be deemed as red areas or truly under ‐performing areas. The process by which teachers are involved under a trained data facilitator will ensure their commitment data driven instruction. We will set a culture of data use the invites participation by those who are in the classroom working with students. True data driven instruction involves buy in from educators and a forum with which to look at data collaboratively. Triangulating these data will foster a deeper understanding of student achievement combined with instructional practices. For example, assessing data in which a teacher assesses student work with an advanced rating on a particular concept when they haven't mastered it on a standardized test will challenge the teacher to become more reflective in assessment. So the focus... data driven instructional practices that are intentional and baseline data that tracks student growth, the latter is really a productive way to look at previously under ‐performing students. We know they may test low compared to others in the state and district but their achievement in terms of a growth model is very telling.
Instructional Practices Edison Academy will implement project‐based learning experiences as a core methodology of instruction. Students will
work in teams to explore real‐world problems and create presentations that include culminating projects to
demonstrate what they have learned. Compared with learning solely from textbooks, this approach has many benefits
for students, including:
• Deeper knowledge of subject matter;
• Increased self‐direction and motivation;
• Improved research and problem‐solving skills.
The project based learning opportunity will be curriculum driven and standards based. Within this framework, the
learning experience involves questioning, planning, scheduling, monitoring, assessment and evaluation.
The process will be initiated with the “essential” question. Students guided by teachers will capture a real‐world topic
and begin an in‐depth investigation of the issue. The topic will be relevant to the student population. In order to
accomplish this attention to an authentic concern, students will be engaged in the brainstorming process. Engaging
them in the development of the essential question facilitates the development of a real world concern and ensures the
learners “buy in” on the project.
The planning phase will address which content standard will be addressed while answering the question. Students will
be actively involved and engaged in the questioning, planning and project building process.
Scheduling occurs with the teachers and students designing a timeline for the project components. Key benchmarks will
be denoted within the guidelines of this phase.
Monitoring of the project is utilized to facilitate and mentor the process. A rubric will be designed to guide this process
which will, in turn, be utilized as an assessment tool. It will also assist the student in understanding what their
expectations are and will serve as a guide for the overall project. The rubric will focus on measuring the objectives,
providing a range to rate performance, and contain specific performance characteristics arranged in levels indicating the
degree to which the standard was met.
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It is essential that the assessment process be authentic and determines whether learners are able to demonstrate the
instructional objectives established by the completion of the project. Scaffolding the project so that it builds up to a
final assessment that represents a blend of all the content covered in the project ensures that the learners have
improved over time and achieved the instructional objectives. The rubric will serve a different role in various phases of
assessment. During the pre‐assessment phase, the rubric will be utilized to clarify expectations with the learners. As a
result, the students can perform a self‐assessment of his / her work throughout the project. During the assessment
phase, the rubric will assist the instructor to remain focused on the preset standards of excellence and objectively assess
the student. During the post assessment phase, the students will be provided with a scored rubric with clear
explanation of their grade with clear delineations of their strengths and areas of limitations.
In the evaluation process, reflection by the youth individually as well as by the group will be incorporated into the
process. Discussion will occur as to what worked well and what could have or should have been changed. This dynamic
process will foster new inquiries and therefore new projects.
The following guidelines and criteria will be utilized evaluating the effectiveness of problem‐ and project‐based learning
implementation in the Edison Academy:
Allows for a variety of learning styles
"Real" world oriented ‐ learning has value beyond the demonstrated competence of the learner
Risk‐free environment ‐ provides positive feedback and allow choice
Encourages the use of higher order thinking skills and learning concepts as well as basic facts
Utilizes hands‐on approaches
Provides for in‐depth understanding
Accessible for all learners
Utilizes various modes of communication
Assessment is congruent with instruction, i.e. performance‐based
Students are responsible for their own learning
Students have ownership of their learning within the curriculum
Projects promote meaningful learning, connecting new learning to students' past performances
Learning utilizes real time data ‐ investigating data and drawing conclusions
The learning process is valued as well as the learning project
Learning cuts across curricular areas ‐ multidisciplinary in nature
Teacher is a facilitator of learning
Student self‐assessment of learning is encouraged
Work based learning will serve as a key innovation of the school. Work based learning occurs when a student is actively involved in a work setter, whether paid or unpaid, and his/her duties and responsibilities have been carefully structured to offer a learning component. The learning that takes place in a work place can be substantial and empowering. However, not all jobs are sufficiently learning –rich to warrant formal inclusion in a student’s academic program. When a work experience offers a continuing opportunity for personal growth and skill gain, and when identified adults at the workplace ensure that continual learning occurs on the job, then the experience may be appropriate for inclusion in the school experience. For this to be the case, the learning must also be well documented and the source of reflection for students. A well structured work experience of this sort is credit worthy. Edison will refer to such credit worthy work experiences in which our students participate as internships, whether paid or not, and whether or not the school brokered the placement. A work experience will only be characterized as an Edison internship if there is a written agreement between the work site and the Academy.
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Brockton Public Schools have developed a set of guidelines for transforming work experience into a credit worthy internship. The District’s guidelines are attached as an Appendix. It sets forth a number of student products that can be used to capture the learning that is occurring at the site, and to enable the student to reflect on the experience in order to capture the structured learning that is taking place. The guidelines indicate that the student and teacher will develop a plan for the internship that addresses the various student products that will need to be created over the course of the internship in order for the student to earn credit from the experience. In order for credit to be offered, certain minimum elements must be present:
The student must have a sponsor who will work in conjunction with the Edison Academy Workplace Coordinator to award academic credit
The sponsor and Workplace Coordinator will determine what the expectations for the work experience are, and the student and sponsor with the Workplace Coordinator will review them before the start of the work or community service
A written plan reflecting that set of requirements will be created so that the student is clear about expectations
An expectation of this model is that the student and sponsor with the Workplace Coordinator will have regular and frequent meetings
Students must perform the work assigned by their sponsor As is the case of project based learning (PBL), work based learning also offers the following benefits for youth:
Deeper knowledge of subject matter infused into the internship experience
Increased self direction and motivation
Improved research and problem solving skills The work based learning experience will be monitored by the Workplace Coordinator in conjunction with staff from the workplace. The Workplace Coordinator will make an assessment of the duties and responsibilities of the internship and will identify and document the connections between the academic program of the student and the work experience. The work based learning experience, like PBL, will involve questioning, planning, scheduling, monitoring, assessment and evaluation. The Workplace Coordinator will use several tools to monitor students’ internships. One significant tool is the Massachusetts Work‐based Learning Plan (WBLP), which is an assessment tool used across the state to measure skill gain by youth during brokered work experiences. The WBLP is included in the Appendix section of this document. It was developed by the Massachusetts Department of Elementary and Secondary Education (DESE), and has been widely used in recent years. It is a rubric that assists students to understand what the expectations of the work site are, and will serve as a guide for the overall project. The rubric will focus on measuring the objectives, providing a range to rate performance, and contain specific performance characteristics arranged in levels indicating the degree to which the standard was met.
The community of Brockton and the surrounding towns has four primary industry availabilities for workforce development and employment. The four categories are: health care, banking and finance, communications, and the food service industry. There are three major hospitals within a five mile radius as well as a magnitude of nursing facilities. In the nearby towns, there are an additional two hospitals. Within the city of Brockton itself, there are twenty two banking branches that service the community needs. The food service industry offers a magnitude of employment opportunities some that are embedded within the health care facilities. In addition to these placement opportunities, there are a multitude of restaurants of varying scale, function facilities, and higher education colleges that also house food services. Communications are imbedded in all
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aspects of community development. Due to the abundance of these employment opportunities, the program’s credit for work and service initiative will focus the curricula and program design on these four major avenues. Academy students who are participating in work experience or a community service program with sufficient hours may be eligible for academic credit for their work/service. In order to receive credit, students must have a sponsor who is approved to award academic credit by the Academy, and they must perform the work assigned by their sponsor. The curriculum will be designed so that students will learn all aspects of the industry including the employability skills. An expectation of this component is that the student and sponsor will have regular and frequent meetings, either during regular class time or during a scheduled meeting outside of school. Additionally, the student must demonstrate academic progress in order to maintain placement in the workforce development opportunity.
Assessment
The Academy will utilize assessments that allow students to demonstrate their understanding of the prioritized standards through competencies. Assessments will be developed to measure the learning objectives identified, which are directly linked to the competencies and prioritized standards. In all activities, products and performances will be assessed using the rubrics developed for the competencies and projects.
The students will be assessed, as much as possible, on authentic products and performances such as applying knowledge and skills learned in their courses to meaningful problems that they may encounter in their life, and then to defend their processes and solutions. Authentic assessments ask students to discuss, perform, write, evaluate, analyze, and create artifacts that demonstrate and extend their learning of content standards through the competencies as they complete their task.
Every student will be required to create a Portfolio that contains his or her accumulation of significant work for each course and content area. The Portfolio will be a document designed to engage the student in reflection on his or her learning, to demonstrate his or her progress, and as a body of work to show academic growth. The Portfolio will also serve as a formative assessment for teachers to track and assess student progress in the prioritized standards and competencies. Additionally, the Portfolio will be utilized, if need be, for youth to earn a Massachusetts Competency Determination should he/she fail to pass the MCAS. The Appendix section contains the checklists that will be utilized for filing for an English language arts or mathematics appeals.
It is important to regularly assess students because learning happens on a continuum. Continuous assessment is crucial in providing feedback to the teacher on the effectiveness of classroom instruction, and for teachers and students to know how well the students are doing. Frequent assessment also allows students to have multiple opportunities to demonstrate their learning. This is valid for learning that occurs in the classroom setting or in the workplace environment.
Promotion and Graduation Requirements
Student’s individual graduation plan will be determined at the point of entry. Based on school records and transcripts
from previously attended schools, student will receive transfer credit from other public and private school programs.
After determining the individual graduation plan, the student will be enrolled in the appropriate courses and support
classes. The year of graduation will be determined by the student’s academic progress and completion of the Edison
Academy requirements. See Graduation Planner.
Supportive Environment
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The Edison Academy recognizes and respects the numerous challenges that many of our youth bring to their educational experience. Given that, a strong supportive environment will be established to provide the necessary assistance to assist the youth in channeling their challenges into a successful experience. The supports will be provided through staffing positions within the Academy and through the myriad of community partnerships. The following model, as adapted from the Center for the Study and Teaching of At‐Risk Students (C‐STARS) will be implemented at the Edison Academy.
The structural components are:
Case Manager – holds the position of overall coordinator; responsibilities include identifying at‐risk students and referring them to the inter‐professional case management team, facilitating meetings and mentoring and advocating
Inter‐professional Case Management Team – includes at least the case manager, a social worker and a health service professional ‐ the team executes the seven functional components of this model.
Comprehensive Service Network – includes a range of local services that agree to work with the case manager and case management team to deliver specific services as needed by students
The functional components that will guide the case management team are:
Assessment – identify the causes of targeted student’s difficulties
Development of Service Plan – determines a coordinated service plan involving coordinated short‐term and long‐range services delivered in and out of school
Brokering – establish connections between students and those services that cannot be offered through the school
Service Implementation and Coordination – firstly, deliver services to students; secondly, ensure that services are actually working together for the student’s benefit
Advocacy – help students and/or family negotiate bureaucracies and facilitate communication between students and service providers
Monitoring and Evaluation – track services delivered to students, and monitor emerging needs in order to make swift adjustments as they become necessary
Mentoring – one member of the case management team becomes the “primary professional” who follows through with the student on a one‐on‐one basis, regardless of the number of specialists involved in the services
The Edison Academy supervisors may chose to redefine job descriptions to designate existing school personnel as case managers and redefine school procedures. Evaluation is a key component of this model, and elaborate and systematic evaluative methods are recommended by C‐STARS. Using such methods, it was found that school attendance, performance, and behavior of students all improved in the period during which the model was implemented.
Future Focus
The Edison Academy will intentionally focus on students’ futures through awareness, exposure, and preparation
opportunities, and by providing transitional experiences for students through their work or internship
experiences. This involves a sequence of civic, career and college exploration activities and opportunities that
are embedded in advisories, classroom activities, and out‐of‐school Edison Academy.
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INTAKE AND ADMISSION POLICY AND PROCEDURES
I. INTRODUCTION
A detailed selection/admission process is necessary in a program in which there are more applicants than
openings. In the case of the Edison Academy, this is particularly relevant given the nature of the program
offered which aims to serve a particular student population. This process allows for the identification of
applicants that may most benefit from this unique educational opportunity. All applicants to the Edison
Academy will be evaluated using the procedures and selection criteria contained in this Admissions Policy.
II. EDUCATIONAL OPPORTUNITY
The Edison Academy does not discriminate in its admission, access, services, and treatment on the basis of race,
ethnicity, sex, religion, national origin, sexual orientation, veteran status, marital and living status,
homelessness, or disability. Any under credited youngster between the ages of 16 and 21 years old who has not
experienced success in the traditional education setting and wants to re‐engage in their education has the right
to apply and be considered for admission.
Information on Limited English Proficiency, disability and/or homelessness submitted voluntarily by the
applicant, for the purpose of receiving assistance and or accommodations during the application and admission
process will not affect the applicant’s admission to the Edison Academy.
Applicants who voluntarily identify themselves or who are identified as individuals with Limited English
Proficiency will be assisted by an interpreter who will help them in completing forms and assist them throughout
the application/admission process.
Applicants who voluntarily identify themselves as having a disability will receive reasonable accommodations. EA
will provide for reasonable accommodations to assist the applicant throughout the application and admission
process.
Applicants that identify themselves as homeless will be made aware of the federal policy that requires the
school to refer them to the district homeless liaison and of the services and support they are entitled.
The Edison Academy will follow an open admission criteria regarding residence status. No student will be given
priority for admission on the basis of residence.
III. ELIGIBILITY
The Edison Academy admits male and female youth who are over‐aged and/or under‐credited for grade level
high school between the ages of 16 and 21 years old. The EA is mainly oriented to serve individuals whose
secondary educational process has been truncated for a variety of reasons and who want to make the serious
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commitment to re‐engage in their education. The EA makes available to these individuals a rich educational
program which includes free‐of‐charge structured learning time and wraparound services designed to provide
individuals with the personalized support required to have the opportunity to earn a high school diploma and to
obtain career training/education within the fields of food production, health related services, financial
education, and communication.
IV. ORGANIZATIONAL STRUCTURE
The Edison Academy is an innovative local public school located in Brockton, Massachusetts where over aged, under
credited students between 16 and 21 years old can earn a high school diploma with the added benefit of obtaining
career training in four different areas. Edison Academy is accredited by the XXXXXXXXXXXXXXXXXXXX. (Chapter
references here).
The Superintendent of Schools will have the overall responsibility to supervise the administration of the policies and
procedures required to admit end enroll applicants in conformity with this Admissions Policy. The principal of the
Edison Academy is delegated by the superintendent to implement the specific details of the Admissions Policy.
The Edison Academy will have an Admissions Committee whose members will be appointed by the EA principal. The
Committee will consist of the principal, Assistant Principal and the following staff members: the Adjustment
Counselor, the Case Manager, and the guidance counselor.
Responsibilities of the Admissions Committee include:
A. Determination of standards for admission B. Development and implementation of procedures C. Procession application D. Ranking students E. Acceptance of students according to the procedure and criteria in the admission policy F. Establishment and maintenance of a waiting list of acceptable candidates
The Edison Academy principal is responsible for disseminating information about the program the school offers
through assemblies and press releases, postings on the school and school district website and for collecting and
processing applications for students.
V. RECRUITMENT ACTIVITIES
A. The Edison Academy Principal (or designee) will organize and implement a number of recruiting activities. These activities will include information about the program including selection/admission criteria,
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academic courses, wraparound services, career exploration/training opportunities, special education/bilingual support resources.
1. Brochures and other printed materials: These will be distributed through public service agencies in the local and surrounding communities twice a year in the months of May and November.
2. Information Sessions: Two large information sessions will be scheduled in the months of June and December at the Edison Academy. These sessions will be advertised through local newspaper, community cable access, and fliers distributed throughout public agencies.
3. Individual Information sessions: Potential applicants who inquire about the program throughout the year at a time other than the one schedule for information sessions will be scheduled for an individual/small group information session with the guidance counselor.
4. Open House:
5. EA Website/District Website: all the above information will be published in the EA website xxxxxxxxxxxxxxx and the district website www.brocktonpublicschools.org under Schools> Edison Academy
VI. APPLICATION PROCESS
PROCEDURES FOR FALL, SPRING, AND SUMMER ADMISSION
Application process will take place at the beginning of each semester within the first two weeks during the months
of June, August and December each year. Information about the application process, including timeline, paper work
requirements, and location for dropping off applications; will be in the form of adds in the local newspaper and
cable community access, and in the distribution of posters and brochures throughout the local and surrounding
communities. Only complete applications will be reviewed by the Edison Academy Admissions Committee.
Phase#1 Preliminary Application:
Universal Screening: All potential applicants will answer a short questionnaire which will be available at the
Edison Academy administration and guidance office throughout the year. The first part of the questionnaire
(Appendix XXX) will be in the form of a check list that will spell out the criteria for initial selection to the
program. Through this process applicants will have the opportunity to evaluate if they match and thus have the
ability to benefit from its program.
Initial Criteria for Admission: The following criteria will serve as a guideline for the initial selection of
candidates into the Edison Academy.
An applicant can be a potential candidate for admission into the Edison Academy if he/she follows within the
following criteria:
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1. Be between 16 to 21 years old.
2. Have “aged out” of system and /or be an under credited high school student.
3. Have not experienced success in the traditional system.
4. Have the desire to complete his/her education.
5. Be available and committed to attend school between 2:30 and 8:30 P.M. from Monday through Friday.
6. Be available during the summer (July and August) to complete non‐paid/paid internships and to attend
school.
7. Be able to commit to complete a two year program
Phase #2: Required Documentation:
Applicants matching the above criteria will be able to continue the application process by moving into the
second part of the questionnaire. This section will ask for personal, demographic, and academic information
(perhaps we need to spell this out or just refer to Appendix). In addition, it will provide the applicant with a list
of documents that need to be submitted along with the completed questionnaire which include:
a) school records
including transcripts
Attendance and disciplinary reports, and
b) two recommendations attesting to the desire and ability of the candidate to commit to the program
offered by the Edison Academy.
Note for us: (to keep in mind: No one school records criterion will exceed 50% of the total). Applicants will be
urged to submit (mail/drop off) the completed questionnaire along with the required documentation to the EA
guidance office within the given Fall/Spring admissions timeline.
Phase #3: Selection of Candidates:
The EA Admissions Committee will review all completed applications and will generate a list of potential
candidates who truly match the AE guidelines for initial selection for admission criteria. All pre‐selected
applicants will receive a letter and a phone call indicating they have been pre‐selected for admission into the EA.
The letter will include the time and date for further screening including testing and a one hour in‐depth
interview. Applicants will be able to cancel and re‐schedule these dates with a minimum of 48 hour notice.
Applicants who do not show up for testing or their interview will lose their status of pre‐ selected and will have
to re‐apply for the next semester.
( Note for us: for later in the process: Only if the number of student’s complete applications/acceptances
exceeds the seat availability the Admissions Committee will consider scholastic achievement, attendance,
composite of discipline/conduct records, and recommendations)
Phase #4: Screening
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Phase two of the EA admissions process requires a comprehensive screening to determine the applicant’s
personal needs, career, and educational goals (do we also want their reading level???). The objective is to
determine how those needs can be served and who/what (individual or structure) can responsively serve them
within the EA structural components (Inter‐professional Case Management Team – Comprehensive Service
Network). On this basis the intake screening identifies the candidate’s home‐living situation/status, career goal,
career exploration pathway/experiences needed to help the applicant meet his/her career goal. It also helps to
determine whether or not the applicant’s expectations and those of the Edison Academy are compatible; this, in
turn, determines whether the candidate’s own valued outcomes can be responsively delivered.
A. IN DEPTH‐INTERVIEW: Each candidate will be interviewed by a Screening Committee comprised by the EA
case manager, guidance counselor, and adjustment counselor. This interview will help to personalize the
intake process. The information collected during the interview will help determine the student’s needs,
required services, potential responsible agents, and ultimately to generate the Student Individual Success
Plan.
The interview will aim to create a profile of the student in the following areas:
Personal: with the goal of identifying strengths and weaknesses at the personal, physical, educational, and
financial level.
Inter‐personal: with the goal of identifying strengths and weaknesses related to student’s family and school
history and his/her social‐personal relationships.
Intra‐personal: with the goal of identifying strengths and weaknesses related to student’s self‐ awareness at the
emotional and psychological level.
Procedure: Student will be interviewed, in private, in a designated room, by the EA Screening Committee at the
Edison Academy. Committee members will share their notes, compare their checklists, and review the students’
required documentation.
B. TESTING:
Guide for Evaluation, Eligibility and Placement of Students with Disabilities and English Language Learners
This is a guide to describe evaluation, eligibility, and placement procedures for students with disabilities attending Edison Academy. It will also describe the programs and services for English Language Learners.
Students with Disabilities Procedural Safeguards
Procedural safeguards are rights extended to parents and students to assure that they are informed about how decisions are made regarding their children.
Pre‐referral
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The pre‐referral process begins when the parent, student or any school personnel suspects that a student has a disability. Referral occurs after observations of the student’s needs have been documented; attempts to correct the problem have been made and the Instructional Support Team (IST) has held a conference with the student and parent to review the results of their efforts
The IST will submit the following to the Special Education liaison for review. Previous testing information (MCAS, Benchmarks, SAT’S) Schedule Transcript Credits to date Attendance Discipline Report Existing Behavior Intervention Plan Teacher Reports Observation report Classroom Accommodation List
Referral
If the IST team agrees that the student should be evaluated, the Special Education Liaison will send out an evaluation consent form to the parent for signature. The Special Education Liaison will change the status of the student in Infinite Campus to reflect that the student is in the process of an evaluation and will add the appropriate SPED flag to the student’s record. Edison Academy will then conduct the appropriate evaluations.
Evaluations
The evaluations will consist of individual testing based on the suspected area of disability, observation of the student, a review of records, and gathering information from the family. These evaluations will be completed by qualified professionals who meet standards for certification with the Massachusetts Department of Secondary and Elementary Education in special education.
Eligibility
Within thirty days of receipt of signed consent, the evaluations will be completed and an initial team meeting will be held. The team is comprised of representatives from Edison Academy, the parent and the student. The role of the team is to use all the evaluations, observations, and reports to determine if the student has a disability and if that disability is the reason that the student is not making effective progress.
Every three years, the team must establish continued eligibility for an Individualized Education Program for those students who are already receiving services via an (IEP). The Special Ed. Liaison will monitor students due for a reevaluation utilizing Easy IEP’s “projected eligibility meetings” feature. (Please refer to the eligibility flowchart attached.)
Should the student be found “not eligible” to receive specialized instruction via an IEP, the Special Ed. Liaison will make the necessary corrections in Easy IEP and Infinite Campus.
Special Education Process Guide Developing an Individualized Education Program
If found eligible, an IEP will be developed at the team meeting. The IEP will describe the student’s current levels of educational performance. Goals and objectives will be written to meet the student’s educational needs and will be reviewed annually at a team meeting.
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Annual Review
Each year, students’ Individualized Education Programs must be reviewed to update goals and review current performance levels. The Special Education liaison will collect all relevant information to report to the “team” to update the IEP. The new IEP will be generated and provided to the parent within five days of the team meeting.
Process for Registering Students with IEPs
The Registrar will send the SPED request form to the Brockton High School SPED office. The Special Ed. Dept. Head will
o determine if the Individualized Education Program is implementable at Edison o work with the registrar or their designee to build a schedule that meets the unique needs of the student o the Dept. Head will update Infinite Campus and Easy IEP to reflect the current placement and
“enrollments” in IC o distribute the IEP At‐A‐Glance to all stakeholders o hold a team meeting if necessary
Organizational structure
Students with disabilities will participate in the same curricula as their typically developing peers. Students will be
offered academic support classes to provide additional time for gap‐bridging and closing activities. Some examples of
gap‐bridging are: pre‐teaching and re‐teaching content material, extra time to complete assignments, direct instruction
in executive functioning, chunking long‐term projects into manageable pieces, and access to assistive technology. Gap‐
closing activities require more intensive interventions in reading, written language, and math.
Transitional planning
Recognizing the need for students with disabilities to engage in effective transition planning, the Individuals with
Disabilities Education Act (IDEA) requires that transition planning be part of the Individualized Education Program (IEP).
Beginning no later than the first IEP developed when the eligible student is fourteen; the Team considers the student's
need for transition services and documents this discussion. If appropriate, the IEP includes a statement of needed
transition services. Edison Academy will maintain documentation of a full discussion of the student's transition needs,
whether or not such discussion identifies needed transition services for the IEP. Such documentation must be reviewed
and updated annually thereafter. Students must be invited to all educational meetings and allowed to participate
actively when transition planning is discussed.
English Language Learners
The Edison Academy has a diverse student population and currently services students from a variety of countries, including Angola, Cape Verde, Haiti, Portugal, and several Spanish‐speaking countries.
Massachusetts general laws Chapter 71A outlines these new requirements. In the Edison Academy School, English language learners re‐ceive sheltered instruction in structured English immersion classrooms. Structured English immersion is a program model whereby all curriculum materials and instruction are in English, and native language maybe used for clarification purposes. Immersion classrooms with native speaking teachers are available for Cape Verdean Creole and Spanish speaking students. Immersion classrooms with Haitian Creole, Portuguese speaking, and low incident populations provide for native language support when necessary. Sheltered Instruction is a methodology in which content concepts and skills are addressed while simultaneously attending to language development. Specific instructional approaches, such as comprehensible input, interaction, building background, and cognitive strategies, are at the foundation of Sheltered Instruction.
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The Edison Academy assesses all limited and non‐English speaking students to determine their proper placement and classification in the immersion or bilingual programs. Students are assessed to determine proper grade placement and also to determine the need for additional and specific types of academic support. Most of the students entering the immersion and bilingual programs have attended school in their country of origin can be placed at the appropriate grade level, and need only to maintain their academic development while they develop their English proficiency. Such students will usually exit department programs in three years or fewer.
Some students enter the bilingual and immersion programs with very limited education and academic skills. These students may have had limited or interrupted formal schooling experiences. The development of basic literacy skills, as well as promoting academic competency and English language development, is a particular challenge with this population. The development of academic language may take longer with this group of students given the lack of academic background in their first language.
The Edison Academy, therefore, takes into account the academic profile of each student. Progression through the Edison Bilingual Program may vary for students based on their academic profiles. Title VI of the federal Civil Rights Act does not permit time limitation of services for English language learners and requires that ELLS be provided language support services until they are proficient enough in English to participate meaningfully in the district's education program.
All students receiving bilingual or immersion services are assigned a step and profile classification. The initial classification is accomplished by classroom teachers, counselors, and ESL teachers. Staff uses a variety formal and informal assessments, including the Massachusetts English Language Assessment‐Oral (MELA‐0), the Massachusetts English Proficiency Assessment (MEPA), and the Language Assessment Scales (LAS R/W), to assist in determining step classifications. New students will be classified in accordance with the entry classification process. Subsequent classifications of all students will be the responsibility of the Language Assessment Teams (LAT), which are assembled in each building housing a program for English language learners.
Definition of a Student of Limited English‐Speaking Ability
(1) A student who was not born in the United States and whose native tongue is a language other than English and who is incapable of performing ordinary class work in English and/or
(2) A student who was born in the United States of non English‐speaking parents and who is incapable of performing ordinary class work in English.
Other terms used for children of limited English‐speaking ability:
Bilingual Student English Language Learner (ELL) Limited English Proficient (LEP)
Non English Speaker (NEP) English as a Second Language (ESL) Linguistic Minority Student. (LM)
BILINGUAL EDUCATION DEFINITION OF TERMS
ELL English Language Learner
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ESL English as a Second Language (L2)
FLEP Former Limited English Proficient
High incidence Program usually having 20 or more of one language group enrolled in a school district or schools
Integration In the context of Chapter 71 A, integration means students from the immersion and bilingual classrooms are engaged in meaningful learning activities with their peers
LEP Limited English Proficient‐students who have a non‐English language background
Low Incidence
Fewer than twenty LEP students of one language group.
Native Language (L1 or NL) First language of the learner
Second Language (L2) Second language of the learner
SE1‐ Structured English Immersion – a program model whereby instruction and materials are in English and native language is used for clarification purposes
S1 Sheltered Instruction — a methodology through which the development of language and academic content skills are promoted simultaneously
TBE Transitional Bilingual Education
Waivers
Chapter 71A provides for waivers based on parent request under certain circumstances, assuming that the parent annually applies by
visiting the student's school and by providing written informed consent.
For students under the age of 10, with parental consent, waivers are allowed under the following conditions:
The student has been placed in an English language classroom for at least 30 days prior to the parent's application for a waiver
Documentation by school officials in no less than 250 words that the student has special and individual physical or psychological
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needs, separate from lack of English proficiency, that require an alternative course of educational study and inclusion of such documentation in the student's permanent school record
Authorizing signatures on the waiver application of both the school superintendent and the school principal
For students over the age of 10, with parental consent, allows waivers when it is the informed belief of the school principal and educational staff that an alternate course of educational study would be better for the student's overall educational progress and rapid acquisition of English
Allows students receiving waivers to be transferred to bilingual programs or 'other generally recognized educational methodologies required by law.'
Requires individual schools in which 20 students or more of a given grade level receive a waiver to offer a bilingual or other type of language support program; in all other cases, students with waivers must be permitted to transfer to a public school in which such a program is offered.
Structured English Immersion and Bilingual Education Program Entry and Criteria
Registration
The Parent Information Center will refer all students whose first language is not English to the Brockton Office of Bilingual and ESL Services.
Home Language Survey
The Parent Information and Student Registration Center established registration procedures, which ensure that a home language survey is completed on all students entering the Brockton Public Schools. The survey asks families to identify the language(s) used by the student with siblings, parents, and friends. Whenever possible, the home language survey should be completed by personnel at the Parent Information Center. If for any reason Parent Center personnel cannot complete the Home Language Survey, the parent will be referred to the appropriate community liaison for completion of the survey form.
Initial Placement of Limited English Proficient Students
After the home language survey has been completed, and a student has been registered and identified as an English language learner, the student will be assessed for appropriate placement within the structured English immersion program. At this point, parents must be informed of their right to request a waiver for alternate programs, including bilingual education or general education placement. All parents will be provided with a program booklet on the programs available for English language learners.
A parent wishing to withdraw his/her child from programs for English language learners is requested to have a conference with the Director of Bilingual/ESL Services to review the placement recommendation. If the parent does not agree with the recommendation, she/he must sign a waiver form in order for the child to exit the program. MGL 71A states:
Such informed consent shall require that said parents or legal guardian personally visit the school to apply for the waiver and that they there be provided a full description in a language they can understand of the educational materials to be used in the different educational program choices and
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all the educational opportunities available to the child. If a parental waiver has been granted, the affected child may be transferred to classes teaching English and other subjects through bilingual education techniques, such as two‐way bilingual programs, or other generally recognized educational methodologies permitted by law. Individual schools in which 20 students or more of a given grade level receive a waiver shall be required to offer such a class; in all other cases, such students must be permitted to transfer to a public school in which such a class is offered.
Initial Placement Procedures
1. The initial placement of the student shall be determined by the Department of Bilingual/ESL Services administration in collaboration with the Department of Guidance Services. This initial placement is subject to review by the Language Assessment Team (LAT) once the student begins attendance at a school. Assessment results will be reported to the Department of Bilingual/ESL services to ensure that placement is based on estab‐lished placement criteria and ensure compliance with all procedures and laws. All documentation regarding placement and compliance will be placed in the student's cumulative folder and a copy is to be sent to the Department of Bilingual/ESL services program office.
2. If a student enrolls between regularly scheduled Language Assessment Team (LAT) meetings, the bilingual guidance or adjustment counselor and classroom teacher will meet to assign the student an initial step placement. The LAT will then collaboratively reevaluate the student' step at the next LAT meeting.
3. If a student has been assessed and classified as limited English proficient (LEP), and the student's native language is Spanish, Cape Verdean, Portuguese, Haitian Creole, or some other language for which the school district has an established program for English language learners, the student will be assigned to the appropriate classroom within the level and school that has available space. Elementary low incidence students will be placed into a structured English immersion program in the north or south zone, depending on where they reside within the district.
4. The school district shall notify, in writing, the parents or legal guardian of a limited English proficient student of the programs for English language learners that are available within the district, and shall recommend a specific program for that student. Such notice shall be sent by mail no later than 10 days after the enrollment of the student in the school district.
5. If a placement is deemed as inappropriate by school personnel and evaluation of English language development or language dominance is required, the City‐wide Assessment Coordinator will assess the student using the appropriate assessment instrument(s).
6. When a waiver request is filed by the parents, the school administration shall follow the procedures established in the Parent Exception Waiver Manual.
Assessment of Placement : Assessment for placement in programs for English language learners will be accomplished by a bilingual counselor or SEI/bilingual teacher who is fluent in the child's native language. The
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bilingual counselor will have the responsibility for coordinating the assessment. Low incidence students will be assessed by a designated ESL or SO teacher. If a student is referred by school personnel for determination of appropriateness of previous placement, the City‐Wide Assessment Coordinator may assess English language development through a variety of measures. The following is a list of program personnel included in the assessment or coordination of the assessment of limited English speaking students:
Edison Academy
Bilingual Department Head
Bilingual Guidance Counselor
Resource Room Coordinator
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Language Assessment Team
Each school building serving English language learners will have a Language Assessment Team (LAT) that will be responsible for the classification and placement of each English language learner. Once a student receives the initial classification as a result of the placement assessment, subsequent classifications will be accomplished by the LAT using a weighted system based on teacher recommendation, student performance, results of the MELA‐0, reading tests, LAS R/W, MEPA,* additional formal and informal school‐based assessments, and length of time spent in department programs.
All SEI, bilingual, and adjustment/guidance counselors are members of the Language Assessment Team (LAT), as well as building principals, Reading Resource Specialists, and other educational staff working with students. At Edison Academy, the team will be chaired by the Bilingual Department Head. The LAT meets in October and April to discuss issues relating to the progress of students in department programs. Once the schedule of meetings is determined, it is sent to the Director of Bilingual/ESL Services. The Director or the Department Head will plan to attend LAT meetings at each of the schools housing programs for ELLS, if necessary. During the month of April, the
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Language Assessment Team will review the classification of each ELL student in their building and assign new classifications as necessary. The names of any students recommended for integration will be forwarded to the Parent Information Center. The PIC will then inform parents of their school choices within the regular education program for the following school year.
At any point between regularly scheduled LAT meetings, the assignment of new classifications can be accomplished by a consensus of the LAT members within the school building. Individual members of the team may review the data on any student and make a recommendation for a classification review to the LAT chairperson. The LAT chairperson may assign a new classification to a student only after receiving a consensus of the members through a group meeting or by contacting each member of the LAT. This process allows for students who progress more rapidly in their development of English proficiency to be reclassified (if necessary) prior to the scheduled meetings of the LAT.
Appeal Process
Any member of the LAT can appeal to the LAT chairperson if she/he is in disagreement with a classification assignment of a student.
Appeals should be submitted to the LAT chairperson with a rationale as to why there is a disagreement. All appeals should be reviewed by
the LAT, which will render its decision after reviewing the appeal and any additional data or information that may have a bearing on the
assigned classification. Issues that cannot be resolved by the LAT at the building level shall be referred to the Edison principal and the
Director of Bilingual/ESL Services.
• NOTE: The assessment instruments (MELA‐0 AND MEPA) are for reference purposes only when assigning a step
classification.
Assessment Instruments
The following tests are used for the assessment of language dominance, oral proficiency, and reading and writing skill levels. The assessment results from any of the instruments indicated below are to be used as resources and guides by the LAT when making decisions for step classification, retention, or exiting department programs. In addition, results of district, state, and school based assessments should also be used in providing additional information on the academic performance of the student. Teacher recommendation and student performance should be given strong consideration in all decisions regarding classification issues.
Grade Test Levels Determined For
PreK‐12 MELA‐0 English Oral Language Proficiency
3‐12 MEPA English Reading and Writing Development
Bilingual Syntax Measure (BSM) is used to determine levels of English language proficiency and fluency and can be used for initial placement into programs for English language learners. In addition, it can be used to determine language dominance for Spanish speakers. The BSM requires a skilled and trained administrator who is also highly proficient in English.
The Bilingual Verbal Ability Test (BVAT) is designed to help in developing entry and exit criteria in bilingual education, to facilitate appropriate program placement and planning, and to assess a bilingual student's academic readiness. The BVAT will be administered by trained department staff member or the City‐Wide Assessment Coordinator accompanied by speaker of the student's native language. The BVAT is particularly appropriate for assessing the academic potential or scholastic aptitude of bilingual students during their initial 5 or 6 years of learning English and provides 2 scores – English
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only proficiency and bilingual verbal ability.
Massachusetts English Proficiency Assessment (MEPA) is an annual assessment that is required by the Department of Education and is administered by the Department of Bilingual ESL Services to all ELLs, in grades 3‐12. The MEPA measures those English language skills in reading and writing necessary for functioning in an English monolingual academic environment. The MEPA is not an achievement test, in the strictest sense, and does not measure achievement in course content.
Massachusetts English Language Assessment‐Oral (MELA‐0) is an observation scale that is completed twice a year by a student's classroom teacher in grades K‐12. The six point matrix is used to assess a student's oral English language proficiency in both formal and informal settings. The rating scale measures comprehension, vocabulary, fluency, pronunciation, and grammar.
All or a combination of the above mentioned assessment instruments, can be used by the Language Assessment Team when making decisions regarding integration of English language learners or the continuation of SEI Bilingual and ESL services.
Depar tment o f B i l i ngua l Se rv i c e s S tep C la s s i f i c a t i on o f Eng l i s h Language Lea rne r s
All students enrolled in a program for English language learners will be assigned a step classification in addition to the initial profile classification. While the profile classification does not change after the initial assignment, the step classification continues to change according to the progress of the student's English language proficiency.
Each ELL student must be reviewed during the month of April to assess the student's progress and to determine
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whether or not a new classification can be assigned. Any student referred by her/his teacher can be reclassified at any of the scheduled meetings of the LAT. Students who are on the step 4 classification, however, can only exit the program for ELLS at the end of a semester. If a student is mainstreamed at the end of the first semester, student should be placed in a general education classroom at the same school until the end of the academic year. Any student who exits a program prior to three years must have the written approval of the Director of Bilingual/ESL Services and the parent or guardian of the student.
All students, regardless of step classification, should have opportunities for integration activities with general education students. Such integration activities might include immersion students going into "age" appropriate general education classes, or students who speak only English going into immersion classes for instruction using world languages or English. Step 4 students should be given opportunities to experience academic coursework in general education classrooms prior to exiting programs for English language learners. These are the recommended models of integration. "Homeroom" or specialist integration time is not considered adequate to meet integration criteria for program models. Integration is a two way process that involves students, teachers, administrators, support staff, and parents as a community of learners. Through the integration of all the resources within our schools and community, we can provide students positive multicultural educational opportunities.
Exit Procedures for English Language Learners (TALK TO J. PINHEIRO)
Language Assessment Teams will monitor the transition of LEP students between levels, grades, schools and programs based on the following guidelines:
A. Each student in a program for English language learners will be evaluated annually for English proficiency and content skills. Students in grades 3 ‐ 12 who will be assessed annually in English reading and writing skills using the Massachusetts English Proficiency Assessment (MEPA). Oral language assessment (MELA‐0) will be administered by the classroom teacher twice annually. These results will be documented on the Step classifi‐cation record, which will be maintained by the SEI or Transitional Bilingual Education teacher. A copy of the class results will be given to the Department of Bilingual ESL Services each November and May. The results will be maintained in a database by the department.
B. Each school year, the Language Assessment Team will make written recommendations for the next year's placement for ELL students based on placement criteria. The placement procedures GUIDELINES. Recommendations will be documented in each student's cumulative folder with a copy sent to the Department of Bilingual/ESL Services. Whenever appropriate, parents/guardians will be notified as their child
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is making adequate progress in the Step Program.
C. Chapter 71A and Title VI require that Limited English Proficient students are entitled to language support services until they are proficient enough to participate meaningfully in the district's general education programs. Districts cannot limit the time necessary for language services for those students who are not yet able to meaningfully participate in the district's programs.
D. The Language Assessment Team and the Director of Bilingual/ESL Services will ensure that each student in programs for English language learners is appropriately placed and monitored. Copies of such meetings will be placed in the student's folder.
E. A student will normally be fully integrated into the general education program after documented successful partial integration, the recommendation of LAT, and parent/guardian approval. The movement of special education students will be considered on an individual basis at IEP meetings. Full integration should generally occur only at the end of a semester or at the beginning of the school year.
F. Students exiting a program for English language learners will be monitored for a period of two years by the City‐wide Assessment Coordinator or by other designated department personnel.
Exit Criteria
1. Language Assessment Team Recommendation
2. Assessments:
MEPA – Reading and Writing Proficiency (Massachusetts English Proficiency Assessment)
LAS ‐ Reading/Writing Proficiency (Language Assessment Scales)
MELA‐ 0 ‐ Oral Language Proficiency (Massachusetts English Language Assessment – Oral)
BVAT – (Bilingual Verbal Ability Test)
Criterion Reference Testing
District/State Testing (Iowa, MCAS)
Student Portfolios including writing samples
Reading Assessments (DRA, running records, etc.)
Other assessments as needed by the LAT to assist in making their decision
3. Requirements:
Student should not be more than two years below grade level in reading in English.
Whenever possible, student should have had a successful partial integration in at least one class in the general education program.
Student should have a good working knowledge of English, be able to do "regular school work in English", and be
able to "participate meaningfully in the district's programs"
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APPENDIX
Application
Required Documentation Checklist
Recommendation Form
Academic Behavior Success Plan
Weekly Progress Note
Credit for Work Service
Massachusetts Work‐Based Learning Plan
ELA MCAS Portfolio Checklist
Math MCAS Portfolio Checklist
Science MCAS Portfolio Checklist
Edison Academy School Calendar
Program Schedule
Academic Calendar School Closings
Individualized Graduation Planner
Edison Academy Needs Assessment
City of Brockton Interagency Permission to Share Information
Edison Academy Program Application
If you answer yes to all of the following questions, you may be eligible for the Day & Evening School Program:
Between 16 and 21 years old ? Yes_____ No_____
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Aged out and under credited high school student? Yes_____ No_____ Have left high school before graduation OR at risk of dropping out? Yes_____ No_____ Have less than senior standing OR are behind in high school credits? Yes_____ No_____ Be available to attend school between 2:30 and 8:30 from Monday-Thursday? Yes_____ No_____ Be available to attend summer school (July and August)?
If you have answered YES to ALL of the questions above, fill out the form below and either mail or fax to: Massasoit Community College
One Massasoit Boulevard Brockton, MA 02302 Attn: Gateway to College
Fax #: (508)427-1271
Once the preliminary application is received and you are found eligible, information will be mailed to you regarding registration for the next Information Session.
Today’s Date: ____________/____________/____________ Name: ____________________________________________________ ate of Birth: _______/______/_______ (Last Name) (First Name) MI Street Address: ____________________________________ City: ___________________ State: ______ Zip:__________ (P.O. Box, Street, Avenue, Apt. #, etc.) Phone: (______) ______________ Cell Phone: (_____)______________ E-mail Address: _______________________ High School Last/Currently Attending: ___________________________________ Last Grade Completed: _______ Did you drop out? Yes____ No____ Did you pass: 10th Grade Math MCAS exam Yes____ No____ Do you have your GED? Yes____ No ____ 10th Grade English (ELA) MCAS exam Yes____ No____ 10th Grade Science MCAS exam Yes____ No____
How did you hear about Gateway to College? (Please check one) Newspaper____ Website____ Radio_____ Friend____ Gateway Student____ (name) __________________ Agency____ (name) ____________________ Guidance Counselor____ (name) ____________________ Other____ (name)____________________
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Edison Academy
Application Checklist for Registration
________ Proof of Residency
Please bring three (3) documents to prove you are a resident of Brockton.
The first must be one of the following:
1. Copy of deed and most recent mortgage payment
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2. Copy of lease and most recent rent payment
3. Legal affidavit from landlord and most recent rent payment
4. Section 8 agreement
The second is a recent utility bill or work order (gas, oil, electric or home
telephone).
The final item is proof of your identity such as a driver's license or passport.
In addition you must provide:
1. Your child's birth certificate or passport
2. Up to date health and immunization records
3. Court documentation if your child lives with a legal guardian
If you have your child's records, please bring them when you register. Otherwise you will be
asked to sign a release to obtain the following:
1. ________ Copy of Academic Records, Previous testing/assessment information (MCAS, IOWA, MEPA, MELO‐A, Benchmarks, SAT’S)
2. ________ Official Transcript 3. ________ Copy of Attendance Record 4. ________ Copy of Discipline Report 5. ________ Existing Functional Behavior Assessment and/or
Behavior Intervention Plan (If Applicable) 6. ________ Copy of an Individualized Education Plan (If Applicable) 7. ________ Copy of a 504/Classroom Accommodation List (If
Applicable) 8. ________ Health Record Health Record 9. ________ Immunization Records Immunization from 10. ________ Assessment of Needs and Services (After registration??) 11. ________ Essay
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12. ________ Two recommendation Letters; one from a Principal & one from a Guidance Counselor
Edison Academy
Recommendation Form
(Two Recommendations from School Personnel are Required)
Today’s Date:
Applicant Name:
D.O.B.:
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Name and School Title of person completing this Form:
Please describe the barriers that have kept this student from being successful in school.
Please explain why you think this student could be successful in the Edison Academy Program.
Edison Academy Academic and Behavior Success Plan
The Day/Evening School Program seeks to teach our students in a safe, supportive environment the knowledge, skills, values, and behaviors necessary to become responsible and productive members of a diverse society. Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. I will agree to the following academic goals:
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* To attend school daily and on time. I have read and understand the school attendance policy. * To attend all classes regularly and on time. I have read and understand the school disciplinary policy. * To give my best effort in all my classes.
(Check all that apply) * To meet with my guidance and/or adjustment counselor regularly. ______ * To demonstrate consistent acceptable behavior throughout the school day. * To submit a completed weekly progress notice to the principal. * To attend meetings every 4 weeks with the principal to assess progress. * Other Additional Academic Supports Odyssey Lab support available during the school day in the Access Center, AIRC. Meet with academic teachers @ 2:30 pm prior to each school day. Student Signature Parent/Guardian Statement of Support I understand that I must support and cooperate with the school staff to reinforce provisions outlined. I will also reinforce and encourage my child to uphold the contract and to strive to succeed academically. In addition, I will notify school personnel of any issues or concerns that involve my child. ____________________________ Parent's Signature Date ____________________________ School Official's Signature Date
Achieve the following specific academic goals: Date Math English History Science Elective(s)
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Edison School
STUDENT WEEKLY PROGRESS NOTICE
Student: Week Ending: Subject
Teacher Current Average
Comments on behavior, homework, class work, participation, assessments, upcoming assignments, etc.
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Student’s Comments Principal’s Comments Parent’s Comments
BROCKTON PUBLIC SCHOOLS
CREDIT FOR WORK & SERVICE INITIATIVE ‐ SUMMARY STUDENT PRODUCTS AND TEACHER ASSESSMENT TOOLS
[This set of materials about students earning academic credit for work and community service experience was adapted from curricula created by Brockton Public Schools staff members Kathleen M. Quigg & Donna Burrill, hired for the Multiple Pathways pilot effort in the spring of 2009, and was funded by the Brockton Working for All Youth initiative with US Dept. of Labor funds.]
Brockton Public Schools students participating in work experience or a community service program with sufficient hours may be eligible for academic credit for their work/service. In order to receive credit, students must have a sponsor, typically a teacher or guidance counselor of the BPS, approved to award academic credit by the Brockton Public Schools. The sponsor will assist in the development of a Student Work Plan (see template attached) which sets forth the expectations for the award of academic credit. Additionally, the student and his/her sponsor will work closely with the work or service site to develop a shared understanding of the student work plan. Ideally, a representative of the work site will enter a short memo of understanding
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(“MOU”) with the BPS and the student, reflecting its willingness to support the student’s learning process on the job. Sample MOU is attached.
Below are set forth the possible tasks and student products that would justify the award of credit. The sponsor will determine which are necessary, and the student and sponsor will review them before the start of the work or community service. A written plan reflecting that set of requirements will be created (see page 5). An expectation of this model is that the student and sponsor will have regular and frequent meetings, either during regular class time or during a scheduled meeting outside of school.
The amount of credit that can be earned by students participating in work or community service will vary, depending upon the nature of the experience. For example, students participating in the BPS Summer of Work & Learning can earn 3 credits for that summer program, based upon the fact that the program lasts for 5 weeks, offers 125 hours to the student (100 hours of which are paid), and is a highly structured learning experience with curricula, some traditional instruction, work and college readines skills, evaluation of skill gain using the Massachusetts Work‐based Learning Plan, and the creation of a polished final product. As a basis for comparison, students typically earn 3 credits for a 90 hour course during the regular school year, so 3 credits is a reasonable amount for this particular 125 hour summer program. Students must:
elect to earn credit in advance
have a sponsor (who can be their team leader in that program)
agree to a plan that defines the products that they must produce
ACADEMIC ASSESSMENT: 4 Possible Elements (more details below)
1. BPS Student Work & Learning Portfolio ‐ Class work and Quiz credit Student Class Work/Teacher Facilitation and Evaluation
Portfolio Outline Attached
2. Reflection Essay‐Test Credit Student Created/Teacher Evaluation
Requirements Attached
3. PowerPoint Presentation‐Test Credit Student Created/Teacher Evaluation
Requirements Attached
4. Capstone Project‐Final Project Grade
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Student/Employer Created/Teacher Facilitation and Evaluation
Expectations and Requirements Attached
WORK PERFORMANCE ASSESSMENT (for Work and Community Service)
Massachusetts Work Based Learning Plan WBLP Employer/Teacher/Evaluation
WBLP Attached
Here are more details about the four possible student products for academic assessment:
1. BPS STUDENT WORK & LEARNING PORTFOLIO
The portfolio is a compilation of products created by the student. It is created over the course of the work or service experience, with possible daily, weekly and monthly elements and contributions, at the discretion of the sponsor. The purpose of the portfolio is for the student to document, reflect upon and analyze his/her work experience in order to improve his/her employment skills and to make informed career decisions. It is strongly recommended that most of the portfolio be created electronically, and that documents be saved in a student electronic file as well as printed as hard copy. The portfolio may be created during class time or, at teacher discretion, during the student’s own time. It will be reviewed and graded by the Sponsor.
The portfolio will include:
GENERAL CONTENT: Employer Contact Information
Student Schedule
Expectations of Students at School and at Work
Student Safety Guidelines at School and at Work
Parent Permission Participation Form
Media Release
Field Trip Permission Forms
Medical Insurance Forms
ACADEMIC CONTENT: Microsoft Office/Word, Excel/PowerPoint/Publisher/Photoshop Functions and Use
Attendance log for school and work/Microsoft Excel or Word Chart or Graph
Daily worksite activities log/Microsoft Word‐MW
Weekly Written Reflection based on Logs/MW/Open Response
Weekly Oral Presentation based on Reflection‐no electronics
Weekly Career Maps/Exploration of Careers within the students Field of Work
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Monthly Career Plans based on Maps and other future career interests
Record of Payroll /Student Wages/Taxes/Raises/Microsoft Excel or word Chart or Graph
Tax and Employment Package IRS, W4, W2, I9, 1040EZ
Teen Safety OSHA
MA Child Labor Laws
Resume
Cover letter
2. REFLECTION ESSAY
REQUIREMENTS: Once per quarter the student will write an essay about his/her work or service experience. Weekly open response Reflections will be used to outline and format the essay. (See Manual‐Academic Content) All BPS essay writing guidelines will be used for grading as well as the BPS English Writing Rubric.
3. POWERPOINT PRESENTATION/TEST GRADE
Students will create six PowerPoint slides to represent their quarterly essay and make a presentation to their sponsor once per quarter. The BPS Oral Presentation Rubric will be used for grading.
REQUIREMENTS:
Slide 1 ‐‐ Cover Slide/Introduction
Slides 2, 3 and 4 ‐‐ Content Slides
Slide 5 ‐‐ Graph or Chart/Analyze Content
Slide 6 ‐‐ Summary
4. CAPSTONE PROJECT (FINAL GRADE)
A Capstone Project may be created by the student using a variety of media, text and technology. This culminating event should be informative and content‐rich. The student and sponsor shall consult about the contents of the Capstone project, and the sponsor will assist the student in making sure that the presentation is comprehensive and high quality. Employers, family members, school and community members may be invited to view a display of Capstone Projects at the end of the experience.
Key Elements of a strong Capstone Project:
Brochure ‐‐ Student photos and text depicting work activity/tasks/ interaction with sites, employer and co‐workers
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Interview of Employer/Student‐created questionnaire/Ten questions ‐ teacher approved
Video/Participation in class created video‐all worksites
Display of Student Manual/Reflection Essays/PPTS
BROCKTON PUBLIC SCHOOLS ‐ CREDIT for Work or Community Service
STUDENT WORK PLAN
Name: __________________ ___________________ ______ Id. # _____ Last First Middle BPS School ____________________ Grade: ___ Guidance Counselor _____________ Sponsor for plan: _____________________________ Brief description of planned Work Experience or Community Service Project: __________________________________________________________________________
__________________________________________________________________________ Location of project: _____________ Possible credit upon satisfactory completion: __________ Supervisor at site: ___________________________ phone at site: ___________________
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Start date of Project: _________________ End date of Project: _____________ Schedule of days and hours of work: __________ Total hours to be served: _________ Plan for Student Products Required for Academic Credit (must be filled in before signing). Note that not all products are required (except MA WBPL), the sponsor will identify those that are: Product Required
(yes or no) Frequency Schedule/Due Date Notes
BPS Student Work & Learning Portfolio
Possible components: Daily Log Weekly written reflection Monthly Career Plan All required documents by last day of plan
Reflection Essay
PowerPoint Presentation
Capstone Project
Massachusetts Work Based Learning Plan WBLP
Required for all Plans
2 reviews are required (pre and post)
1. 2.
Signatures:
Student Participant: ____________________________ Date: ________
Sponsor: ___ _____________________________________ Date: ________
MEMORANDUM OF UNDERSTANDING
ACADEMIC CREDIT FOR WORK
Student: __________________
School or Program: ___________________________
Work Site: _________________________
This memorandum describes the mutual understanding of the Brockton Public Schools (the District) and
______________________________ (name of organization), hereafter referred to as the Work Site, regarding the work
experience of the student named above. The District and the Work site both recognize that work and/or community
service can provide a rich opportunity for student learning, when the duties and responsibilities of the job have been
properly designed. Both parties agree that this particular work or service experience offers substantial structured
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learning time, giving the student the opportunity to master new skills and to learn about the industry sector of which the
Work Site is a part. As a result, it is understood that the student will be able to earn academic credit for this work.
The Parties acknowledge that the key elements of the experience that will justify the award of credit will be reflected in
the “Student Work Plan,” which will also identify the person who will serve as the adult sponsor of the experience,
typically a teacher or guidance counselor of the District. The student, with the support of his/her sponsor, will be
responsible for the completion of those products entitling him/her to earn academic credit for the work.
The Work Site is pleased to partner with the District to facilitate the award of credit to this student upon his/her
satisfactory completion of the number of hours of work set forth in the student’s Work Plan. The Work Site will
designate a contact person to confirm that the hours have been served, to assist with the award of credit. Under this
agreement, the Student will be assigned useful duties by the Work Site that will assist him/her to gain skills for future
employment, while learning about the industry of which the Work Site is a part. The Work Site will also evaluate the
student to determine if he/she is demonstrating skill gain, further described below.
It is also agreed that the work experience provided the intern(s) will be conducted in a safe and sanitary working
environment.
Name of BPS Sponsor (teacher/guidance counselor/coach) __________________________
Supervision:
A supervisor will be present at the work site during the entirety of the time the student is at work. There will also be a
contact person identified for this program, who may or may not be the same as the supervisor, with whom the student
shall communicate in the event of any emergency or need to change scheduled hours.
Name of Supervisor/Contact person at site: ______________________________
Phone: __________________________ Email: _____________________________
Evaluation:
The parties will work together to ensure that the student’s performance will be evaluated twice by the Work Site
supervisor, with the assistance of the sponsor, using the Massachusetts Work‐based Learning Plan, once near the
beginning of his/her internship and again near the end, so that the impact of the experience can be measured.
Work Activities:
The job description and duties for the participating Student will be described generally in the space provided in the
Massachusetts Work‐based Learning Plan.
Schedule:
The student will start work on ______________________ , and will generally work a minimum of _______ hours per
week, for __________ weeks. For purposes of the award of academic credit, the Parties agree that the student must
complete at least _____ hours on the job.
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Intended duration of work experience (for credit purposes only, since it is understood that in some cases, the student
will continue working at the site after the end of the period defined for credit): _________________________
The parties acknowledge their mutual understanding here: Brockton Public Schools: Work Site: ____________________________ _____________________________ Superintendent or his designee Name ____________________________ _____________________________ Title Title Date: _______ Date: _______
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ELA MCAS Portfolio Checklist
Five written work samples with:
1. title student’s name and date it was produced 2. independent revisions by the student 3. indication of the type and frequency of the assistance provided to the student during the writing process
Student analyzes, interprets, compares or contrasts, or discusses the meaning of a work of
nonfiction
Student analyzes, interprets, compares or contrasts, or discusses the meaning of a work of
fiction
Student analyzes, interprets, compares or contrasts, or discusses the meaning of a Poetry
OR drama
One composition or essay‐Identifying and discussing a theme in literature &/or connect the
literary theme to personal life
One composition or essay‐on a topic that the student chooses. Decide on:
1. Reflective
2. Persuasive or
3. Creative
The following can be incorporated into the above writing samples or done separately.
Vocabulary (words used correctly; literal/figurative meaning).
Grammar and Usage (sentence structure and language conventions).
Mechanics (punctuation & spelling).
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Math MCAS Portfolio Checklist
The DESE stipulates that each work sample must have:
At least four examples or problems solved correctly by the student that demonstrate all aspects of each learning standard,
A score (% accurate) given by the teacher for each work sample,
Written evidence of the student’s thinking and problem‐solving, indicating the process used to solve each problem (i.e., “show all work”),
A clear indication of the type(s) and frequency of assistance (% independence and any accommodations) provided to the student by the teacher.
Worksheets will be provided that cover all strands of the MCAS and at minimum the
following standards:
Number Sense and Operations: 10.N.1 and 10.N.2
Patterns, Relations, and Algebra: 10.P.2, 10.P.4, 10.P.5, and 10.P.7
Geometry: 10.G.1, 10.G.2, 10.G.3, 10.G.4, 10.G.5, 10.G.6, 10.G.7, 10.G.8, 10.G.9, 10.G.10
and 10.G.11
Measurement: 10.M.1, 10.M.2, and 10.M.3
Data Analysis, Statistics, and Probability: 10.D.1, 10.D.2
All worksheets will be pre‐labeled with the topic covered and the associated strand and
standard – e.g.
The Associative, Commutative and Distributive Properties
Number Sense and Operations
10.N.1
Please check off the completed work samples as applicable to your class.
umber Sense Patterns/Relations Geometry Measurement Data Analysis
10.N.1 10.P.2 10.G.1 10.M.1 10.D.1
10.N.2 10.P.4 10.G.2 10.M.2 10.D.2
10.P.5 10.G.3 10.M.3
10.P.7 10.G.4
10.G.5
10.G.6
10.G.7
10.G.8
10.G.9
10.G.10
10.G.11
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SCIENCE, ENGINEERING, TECHNOLOGY COMPETENCY CHECKLIST GRADES 9 - 12
I. Content Standards
(Suggested learning activities related to the high school Technology/Engineering learning standards are listed on
1. Engineering Design Central Concepts: Engineering design involves practical problem solving, research, development, and invention/innovation, and requires designing, drawing, building, testing, and redesigning. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge. E M F 1.1 Identify and explain the steps of the engineering design process: identify the
problem, research the problem, develop possible solutions, select the best possible solution(s), construct prototypes and/or models, test and evaluate, communicate the solutions, and redesign.
1.2 Understand that the engineering design process is used in the solution of problems and the advancement of society. Identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified.
1.3 Produce and analyze multi-view drawings (orthographic projections) and pictorial drawings (isometric, oblique, perspective), using various techniques.
1.4 Interpret and apply scale and proportion to orthographic projections and pictorial drawings (e.g., ¼" = 1'0", 1 cm = 1 m).
1.5 Interpret plans, diagrams, and working drawings in the construction of prototypes or models.
2. Construction Technologies Central Concepts: The construction process is a series of actions taken to build a structure, including preparing a site, setting a foundation, erecting a structure, installing utilities, and finishing a site. Various materials, processes, and systems are used to build structures. Students should demonstrate and apply the concepts of construction technology through building and constructing either full-size models or scale models using various materials commonly used in construction. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in construction technology. E M F 2.1 Identify and explain the engineering properties of materials used in structures
(e.g., elasticity, plasticity, R value, density, strength). 2.2 Distinguish among tension, compression, shear, and torsion, and explain how they
relate to the selection of materials in structures. 2.3 Explain Bernoulli’s principle and its effect on structures such as buildings and
bridges. 2.4 Calculate the resultant force(s) for a combination of live loads and dead loads. 2.5 Identify and demonstrate the safe and proper use of common hand tools, power
tools, and measurement devices used in construction. 2.6 Recognize the purposes of zoning laws and building codes in the design and use of
structures.
3. Energy and Power Technologies—Fluid Systems Central Concepts: Fluid systems are made up of liquids or gases and allow force to be transferred from one location to another. They can also provide water, gas, and/or oil, and/or remove waste. They can be moving or stationary and have associated pressures and velocities. Students should demonstrate the ability to use the engineering design process to solve
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a problem or meet a challenge in a fluid system. E M F 3.1 Explain the basic differences between open fluid systems (e.g., irrigation, forced
hot air system, air compressors) and closed fluid systems (e.g., forced hot water system, hydraulic brakes).
3.2 Explain the differences and similarities between hydraulic and pneumatic systems, and explain how each relates to manufacturing and transportation systems.
3.3 Calculate and describe the ability of a hydraulic system to multiply distance, multiply force, and effect directional change.
3.4 Recognize that the velocity of a liquid moving in a pipe varies inversely with changes in the cross-sectional area of the pipe.
3.5 Identify and explain sources of resistance (e.g., 45º elbow, 90º elbow, changes in diameter) for water moving through a pipe.
4. Energy and Power Technologies—Thermal Systems Central Concepts: Thermal systems involve transfer of energy through conduction, convection, and radiation, and are used to control the environment. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in a thermal system. E M F 4.1 Differentiate among conduction, convection, and radiation in a thermal system
(e.g., heating and cooling a house, cooking). 4.2 Give examples of how conduction, convection, and radiation are considered in the
selection of materials for buildings and in the design of a heating system. 4.3 Explain how environmental conditions such as wind, solar angle, and temperature
influence the design of buildings. 4.4 Identify and explain alternatives to nonrenewable energies (e.g., wind and solar
energy conversion systems).
5. Energy and Power Technologies—Electrical Systems Central Concepts: Electrical systems generate, transfer, and distribute electricity. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in an electrical system. E M F 5.1 Explain how to measure and calculate voltage, current, resistance, and power
consumption in a series circuit and in a parallel circuit. Identify the instruments used to measure voltage, current, power consumption, and resistance.
5.2 Identify and explain the components of a circuit, including sources, conductors, circuit breakers, fuses, controllers, and loads. Examples of some controllers are switches, relays, diodes, and variable resistors.
5.3 Explain the relationships among voltage, current, and resistance in a simple circuit, using Ohm’s law.
5.4 Recognize that resistance is affected by external factors (e.g., temperature). 5.5 Compare and contrast alternating current (AC) and direct current (DC), and give
examples of each.
6. Communication Technologies Central Concepts: Applying technical processes to exchange information can include symbols, measurements, icons, and graphic images. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in a communication technology. E M F
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6.1 Explain how information travels through the following media: electrical wire, optical fiber, air, and space.
6.2 Differentiate between digital and analog signals. Describe how communication devices employ digital and analog technologies (e.g., computers, cell phones).
6.3 Explain how the various components (source, encoder, transmitter, receiver, decoder, destination, storage, and retrieval) and processes of a communication system function.
6.4 Identify and explain the applications of laser and fiber optic technologies (e.g., telephone systems, cable television, photography).
6.5 Explain the application of electromagnetic signals in fiber optic technologies, including critical angle and total internal reflection.
7. Manufacturing Technologies Central Concepts: Manufacturing processes can be classified into six groups: casting/molding, forming, separating, conditioning, assembling, and finishing. Students should demonstrate the ability to use the engineering design process to solve a problem or meet a challenge in a manufacturing technology. E M F 7.1 Describe the manufacturing processes of casting and molding, forming, separating,
conditioning, assembling, and finishing. 7.2 Identify the criteria necessary to select safe tools and procedures for a
manufacturing process (e.g., properties of materials, required tolerances, end-uses).
7.3 Describe the advantages of using robotics in the automation of manufacturing processes (e.g., increased production, improved quality, safety).
II. Steps of the Engineering Design Process
Students should be provided opportunities for hands-on experiences to design, build, test,
and evaluate (and redesign, if necessary) a prototype or model of their solution to a problem. Students should have access to materials, hand and/or power tools, and other resources necessary to engage in these tasks. Students may also engage in design challenges that provide constraints and specifications to consider as they develop a solution to a problem. Steps of the Engineering Design Process* 1. Identify the need or problem 2. Research the need or problem
Examine current state of the issue and current solution(s) Explore other options via the Internet, library, interviews, etc.
3. Develop possible solution(s) Brainstorm possible solution(s)
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Draw on mathematics and science Articulate the possible solution(s) in two and three dimensions Refine the possible solution(s)
Steps of the Engineering Design Process (cont.) 4. Select the best possible solution(s)
Determine which solution(s) best meet(s) the original requirements 5. Construct one or more prototypes and/or models
Model the selected solution(s) in two and three dimensions 6. Test and evaluate the solution(s)
Does it work? Does it meet the original design constraints?
7. Communicate the solution(s) Make an engineering presentation that includes a discussion of how the solution(s)
best meet(s) the needs of the initial problem or need Discuss societal impact and tradeoffs of the solution(s)
8. Redesign Modify the solution(s) based on information gathered during the tests and
presentation *The Engineering Design Process is also listed under the first content standard of the Engineering Design subtopic in this course.
III. Mathematical Skills Students are expected to know the content of the Massachusetts Mathematics Curriculum
Framework, through grade 8. Below are some specific skills from the Mathematics Framework that students in this course should have the opportunity to apply: Construct and use tables and graphs to interpret data sets. Solve simple algebraic expressions. Perform basic statistical procedures to analyze the center and spread of data. Measure with accuracy and precision (e.g., length, volume, mass, temperature,
time) Use both metric/standard international (SI) and U.S. Customary (English) systems
of measurement. Convert within a unit (e.g., centimeters to meters, inches to feet). Use common prefixes such as milli-, centi-, and kilo-. Use scientific notation, where appropriate. Use ratio and proportion to solve problems.
The following skills are not detailed in the Mathematics Framework, but are necessary for a solid understanding in this course: Determine the correct number of significant figures. Determine percent error from experimental and accepted values. Use appropriate metric/standard international (SI) units of measurement for mass
(kg); length (m); time (s); power (W); electric current (A); electric potential difference/voltage (V); and electric resistance ().
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Use the Celsius and Fahrenheit scales.
WHAT IT LOOKS LIKE IN THE CLASSROOM
Assessment Strategies
Students can research building codes and zoning laws in the community, then each can write a detailed informational report.
Students can compare construction efficiency for various house designs, evaluating the advantages and disadvantages of each design (e.g., ranch vs. colonial, lumber vs. steel framework). They can then create a chart illustrating the differences.
Students can create an engineering presentation illustrating the design and efficiency of the prototype, using appropriate visual aids (e.g., charts, graphs, presentation software). The presentation should include any other factors that impact the design of the house (e.g., site, soil conditions, climate).
Students will use a rubric to assess design specification, heat efficiency, and final prototype of the design challenge.
Engineering Design Learning Standards
High School 1.2 Understand that the engineering design process is used in the solution of problems
and the advancement of society. Identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified.
1.3 Produce and analyze multi-view drawings (orthographic projections) and pictorial drawings (isometric, oblique, perspective), using various techniques.
1.4 Interpret and apply scale and proportion to orthographic projections and pictorial drawings (e.g., ¼" = 1'0", 1 cm = 1 m).
1.5 Interpret plans, diagrams, and working drawings in the construction of prototypes or models.
Construction Technologies Learning Standards
High School 2.1 Identify and explain the engineering properties of materials used in structures
(e.g., elasticity, plasticity, R value, density, strength). 2.6 Recognize the purposes of zoning laws and building codes in the design and use of
structures.
58
Energy and Power Technologies—Thermal Systems Learning Standards High School 4.2 Give examples of how conduction, convection, and radiation are considered in the
selection of materials for buildings and in the design of a heating system. 4.3 Explain how environmental conditions such as wind, solar angle, and temperature
influence the design of buildings.
Suggested Learning Activities for High School Technology/Engineering Learning Standards
1. Engineering Design
Create an engineering design presentation using multimedia, oral, and written communication. (1.1)
Choose the optimal solution to a problem, clearly documenting ideas against design criteria and constraints, and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution. (1.1)
Visit a local industry in any area of technology and describe the research and development processes of the company. (1.1, 1.5)
Have students utilize library/Internet resources to research the patent process. (1.1, 1.2, 1.5)
Create pictorial and multi-view drawings that include scaling and dimensioning. (1.2, 1.3, 1.4, 1.5)
Create plans, diagrams, and working drawings in the construction of a prototype. (1.2, 1.3, 1.4, 1.5)
2. Construction Technologies
Demonstrate the transmission of loads for buildings and other structures. (2.1, 2.2, 2.6)
Construct a truss and analyze to determine whether the members are in tension, compression, shear, and/or torsion. (2.1, 2.3, 2.4, 2.5)
Given several types of measuring tools and testing tools, give students a challenge and have them evaluate the effectiveness of a tool for the given challenge. (2.2)
Construct and test geometric shapes to determine their structural advantages depending on how they are loaded. (2.3, 2.5, 2.6)
Using a chart from the state building code, students should be able to correctly use the stress-strain relationship to calculate the floor joist size needed. (2.4, 2.6)
Design and conduct a test for building materials (e.g., density, strength, thermal conductivity, specific heat, moisture resistance). (2.4, 2.5)
Calculate the live load for the second floor of a building and show how that load is distributed to the floor below. (2.5, 2.6)
Identify ways to protect a watershed (e.g., silt barriers, hay bales, maintenance of watershed areas). (2.5)
3. Energy and Power Technologies—Fluid Systems
Demonstrate how appropriate selection of piping materials, pumps, and other materials is based on hydrostatic effects. (3.1, 3.5)
Demonstrate how a hydraulic brake system operates in an automobile. (3.1, 3.5) Design a private septic system while considering the type of soil in the leach field.
(3.1, 3.4) Identify similar and differing elements of a public sewer system and a private
septic system. (3.1, 3.4)
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Explain engineering control volume concepts as applied to a domestic water system. Does the amount of water entering a residence equal the amount of water leaving the residence? (3.5)
Design an airfoil or spoiler to demonstrate Bernoulli’s principle. (3.3) Create a hydraulic arm powered by pistons that is capable of moving in three
dimensions. (3.4) Have students do a simple calculation with velocity and cross-sectional pipe size.
Velocity times cross-sectional area is a constant. As the pipe size changes, the velocity will have to change as well. For example, if the pipe changes from a 2-inch diameter to a 1-inch diameter, the velocity will quadruple. (3.5)
4. Energy and Power Technologies—Thermal Systems
Create a model (e.g., the multi-layer wall of a building) to test the concept of conduction, and compute heat losses. (4.1, 4.2, 4.4)
Design and build a hot water solar energy system consisting of a collector, hoses, pump (optional), and storage tank. After the system has been heated, calculate the heat gains achieved through solar heating. (4.1)
Design and build a model to test heat losses through various materials and plot the results. (4.2, 4.5)
Design and build a solar cooker for various food substances. Each student should design a solar cooker for her or his specific food. (4.1, 4.2)
Design an awning for a business based upon seasonal changes and the angles of the sun. (4.2)
5. Energy and Power Technologies—Electrical Systems
Design and create an electrical system containing a source, a switch, and multiple loads. Be able to measure the voltage and current at each load. (5.2)
Design and create an electrical system with either motors, all operating at different speeds, or lamps, all operating at different intensities. (5.2, 5.3)
Create schematics for series, parallel, and combination (series-parallel) circuits, and construct each type of circuit from its schematic. (5.4)
6. Communication Technologies
Give an example of each of the following types of communication: human to human (talking), human to machine (telephone), machine to human (facsimile machine), and machine to machine (computer network). (6.4)
Create prototypes for the following specific types of communication: human to human (e.g., talking, telephone), human to machine (e.g., keyboard, cameras), machine to human (e.g., CRT screen, television, printed material), machine to machine (e.g., CNC, internetworking). (6.2, 6.3, 6.4)
Define size and focal length for a lens and explain their applications in light theory. (6.5)
Research a communication technology and the impact that lasers or fiber optics have had on that technology. (6.4, 6.5)
7. Manufacturing Technologies
Design a system for mass producing a product. (7.1, 7.2) Design, build, and program a robotic device capable of moving through three axes. (7.3)
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Edison Academy School Calendar
The Edison Academy will run on a trimester system. The required 990 hours will be achieved in the following manner:
Semester # Hours per Week # of Weeks Total
Fall 24 16 384 Spring 24 16 384 Summer 25 4 100
868
Structured Learning Time Breakdown
Classroom Time 868 Work and Learning 122 Total Hours 990
Sample Schedule Fall and/or Spring Semester
Time Period Monday Tuesday Wednesday Thursday 2:30-4:00 1 English English English English 4:00-5:30 2 Algebra Algebra Geometry Geometry 5:30-6:30 3 Academic
Support Advisory Academic
Support Advisory
6:30-8:30 4 Career Skills or Elective
US History Or Elective
Health and Wellness or Elective
Biology or Elective
Sample Summer Schedule
Time Period Monday Tuesday Wednesday Thursday Friday 7:30-9:30 1 Core
Subject Core Subject
Core Subject Core Subject Core Subject
9:35-11:35
2 Core Subject
Core Subject
Core Subject Core Subject Core Subject
11:45-12:45
3 Academic Support
Advisory Academic Support
Advisory Work and Learning
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Other courses to be offered on a variable schedule:
World History
Civics and Government
American Legal System
Art History
Music History
Algebra 2
Chemistry
Spanish
Humanties Units that will run over a 8 week session that will include topics such as:
Civil Rights Movement
The Immigrant Experience
20th Century Warfare
Industrialization and Technology
The Global Economy and Emerging Markets
Mini-Science Units
Sustainable housing Cloning Rights to genetic information alternative power sources pollution waste treatment and storage water purification extreme weather dark energy/dark matter string theory satellites weapon systems space travel deep ocean environments
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Day and Evening Program Schedule
Academic School Year 2012‐2013
HR/Advisory 2:30‐3:00 Monday Tuesday Wednesday Thursday
Period 1 3:00‐4:00 Period 2 4:00‐5:00 Lunch 5:00‐5:30 Period 3 5:30‐6:30 Period 4 6:30‐8:30
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Brockton Public Schools Day and Evening School Program
2012-2013 Academic Calendar Semester One Classes Begin: Wednesday, September 19, 2012-Thursday, January 31, 2013 Semester Two Classes Begin: Monday, February 11, 2013-Thursday, June 13, 2013 Schools are closed on the following HOLIDAYS and VACATION PERIODS
OPEN HOUSE FOR BHS Thursday, September 20, 2012
YOM KIPPUR Wednesday September 26, 2012
COLUMBUS DAY Monday October 8, 2012
PARENT CONFERENCES FOR BHS STUDENTS Thursday October, 18th, 2012
ELECTION DAY Tuesday November 6, 2012
VETERANS’ DAY Monday November 12, 2012
THANKSGIVING RECESS Thursday-November 22, 2012
CHRISTMAS RECESS Monday-Tuesday December 24, 2012-January 1, 2013
MARTIN LUTHER KING JR. DAY Monday January 21, 2013
WINTER RECESS Monday-Friday February 18, 22, 2013
PARENT CONFERNECES FOR BHS STUDENTS Thursday, March 21, 2013
SPRING RECESS Monday-Friday April 15-19, 2013
MEMORIAL DAY Monday May 27, 2013
GRADUATION EXERCISES FOR EDISON ACADEMY Wednesday, June 12, 2013
LAST DAY OF SCHOOL* Thursday June 13, 2013 Summer Component runs for 22 days; dates to TBA (Usually 22 days in July)
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Student: ________________________________________________ Intake Date: _________________
Edison Academy Assessment of Needs and Services
Personal Identification Information
Name: _________________________________________________________________ sex: _____________
DOB: ____________ City/Country of Birth: ____________________________________________________
If born outside the United States indicate date of entrance: __________________________________________
Primary language: ___________________ Ethnicity (insert DOE codes used by the district)
Race: Hispanic White Asian‐Islander African‐American
Primary Address: ___________________________________________________________________________
Secondary Address: _________________________________________________________________________
Primary Phone #: ___________________________ Secondary Phone #: _______________________________
Parent/Guardian Name:________________________________ Type of Guardianship: ___________________
Educational History
SASID#: ___________________________________ LASID #: ___________________________________
Last School/Program in attendance: __________________________________ Last Grade completed: ______
Previous Secondary Schools/Programs
From to Program/school Credits Services Reason for leaving
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MCAS
DATES
ELA
MATH
SCIENCE
Previously identified Service/Need: LEP SPED 504 EI ASD
Educational Background: Include comments on past school placements, impact of academic
retentions, and social/emotional/behavioral problems.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
Special Education History: Identify Needs /Disability and Services Provided
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
LEP : Identify Relevant Information/Placements
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
Educational Risk Factors
Attendance: Tardy Unexcused absences Truant
Discipline: Suspensions Chronic rule breaker Demerit Accumulation
Academic: Cut classes Failing Retained grade(s) Known learning disability
Identify interventions and attempts to address the problems (IEP/504 plan, Behavior plan, summer school, etc):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Student Educational Goals
____________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Identified Barriers:
____________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
Student Strengths and Potential Support Systems:
___________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Family/Home Support
Name Relationship Age Education Occupation
1._________________________ ______________ _______ ______________ _________________
2.________________________ ______________ _______ ______________ _________________
3.________________________ ______________ _______ ______________ _________________
4.________________________ ______________ _______ ______________ _________________
5.________________________ ______________ _______ ______________ _________________
6.________________________ ______________ _______ ______________ __________________
Family Income: $ _______________ weekly bi‐weekly monthly other: _________________________
Other income: $ ______________ explain: __________________________________________________
Living situation: with parents with guardian with relatives w/a friend by him/herself
(circle) w/spouse w/roommate foster parents DCF placement
If not living with parents indicate date and reason for separation:
_________________________________________________________________________________________
If living with relative/guardian indicate date and relationship:
_________________________________________________________________________________________
Housing:
single family house multilevel apartment studio room other: _______________________________
Housing Cost: $ ____________________ (rent mortgage contribution)
Identified Serviced received by the students or his/her immediate family
Food Stamps WIC Disability Welfare
Identified Agencies serving the student or his/her immediate family
70
Brockton Public Schools Department of Children & Families Department of Mental Health
Department of Youth Services
Department of Developmental Disabilities Brockton Area Multi Service, INC (BAMSI)
Department of Transitional Assistance Department of Elementary and Secondary
Education
Department of Public Health
Office of Medicaid (Medicare)
Health Related Information
SS#: _____________________ Medical Insurance: yes no Dental Insurance: yes no
Carrier Policy # Provider Comments
Student Medical Conditions
Reported Medical Condition(s):
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Treatment(s) Needed/Provided:
___________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Comments/Impact on Functioning:
71
Student Mental Health History: Summarize the psychiatric history including age of onset, developmental delays, symptoms,
trauma history, witness to violence, inpatient/residential history. Include current treatment if any.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Comments/Needs related to Student Mental Health History:
History of:
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Inpatient psychiatric admission
Intensive Residential
Treatment Program (IRTP)
Acute Residential Treatment
(ART)
Residential/Group home
Placement
Medication
Prescription/Monitoring
Individual Therapy
Group Therapy
Family Therapy
Foster Placement
Respite Placement
Other _________________
73
Substance Abuse History: Summarize substance abuse history including age of onset, treatment/detox
attempts. Drug(s) of choice. Family history of substance abuse. Effect of substance use in family functioning.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
During the past 6 months, have you:
1. Used alcohol or drugs? Yes No
2. Felt you used too much alcohol or drugs? Yes No
3. Tried to stop/cut down alcohol or drug use? Yes No
4. Sought help for drug/alcohol problem? Yes No
Family Mental Health History
Parental Substance abuse Yes No UK Mental Illness Yes No
UK
Neglect Yes No UK Trauma Yes No
UK
Domestic Violence Yes No UK Witness to Violence Yes No UK
Imprisonment Yes No UK
74
Comments/Impact on Family/Student Functioning:
Student Immediate Medical/Health Related Needs:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Support Systems:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Risk Factors
Suicidality: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
Self Injury: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
Violence Toward Others: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
Gang Involvement: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
Sexual Offending: Yes History Current No Unknown
Comments:________________________________________________________________________
_________________________________________________________________________________
Other Risk Factors Continued
Risky Sexual Behavior: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
Fire Play/Firesetting: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
Runaway: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
76
Cruelty to Animals: Yes History Current No Unknown
Comments:________________________________________________________________________
__________________________________________________________________________________
Other:
__________________________________________________________________________________
__________________________________________________________________________________
Attempts to address these issues:
Other Agency Involvement
History of Involvement with Juvenile Justice? Yes No
Current Legal
Status______________________________________________________________________
History of:
1. Arrest? Yes No
2. Conviction of felony or admission of guilt? Yes No
3. CWOF (continuance without finding)? Yes No
4. Incarceration? Yes No
5. Probation? Yes PO Name______________________________ No
6. DYS custody or involvement? Yes Caseworker’s Name______________________ No
77
Comments:
History of Involvement with Department of Children and Families (DCF) Yes No
Case Worker’s Name (if currently active): _______________________________________
Voluntary Services
CHINS stubborn truant
Care and Protection
DCF Services provided:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________
History of Involvement with Department of Mental Health? Yes No
Case Manager’s Name: ________________________________
Therapist’s Name: ____________________________________
Psychiatrist’s Name: __________________________________
78
DMH Services Provided:
Other Agency?
Agency Name:
__________________________________________________________________________
Contact:
_______________________________________________________________________________
Services Provided:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Other Agency?
Agency Name:
__________________________________________________________________________
Contact:
_______________________________________________________________________________
Services Provided:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Other Agency?
Agency Name:
__________________________________________________________________________
Contact:
_______________________________________________________________________________
79
Services Provided:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Work Experience:
Prior work experience (include internships ad job shadowing) Yes No
Employer : _________________________________________________________________
Job Title: ______________________________ Dates of Employment: _________________
Hours per Week: ________________________ Hourly Wage: _______________________
Reason for leaving: ___________________________________________________________
Employer : _________________________________________________________________
Job Title: ______________________________ Dates of Employment: _________________
Hours per Week: ________________________ Hourly Wage: _______________________
Reason for leaving: ___________________________________________________________
Career Interests and Skills:
Name of Career Interest Inventory____________________________
Date Completed _______________
Career Interest Inventory
Results___________________________________________________________
Top Three Career Choices:
80
1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________
Career Pathway/Cluster:
Agriculture/Natural Resources Construction Manufacturing
Public Admin/Govt
IT Services Wholesale/retail Financial Services
Business Services Health Services Human Services
Legal & Protective Services Science & Engineering Education Services
Transportation Hospitality/Tourism Arts & Communication
Work Based Learning Competencies:
Needs
Development Competent Proficient Advanced
Communication & Literacy
Organization & Info Analysis
Problem Solving
Using Technology
Completing Activities
Acting Professional
Interacting with others
Understanding Aspects of Industry
Personal/Professional Development
81
Other Challenges:
Employment Pregnant/Child Care Specify ____________
Disability Housing
Insurance Legal
Transportation Other __________________________
Comments:
Need Areas Identified:
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
6. __________________________________________________________________________________
82
7. _________________________________________________________________________________
8. _________________________________________________________________________________
9. __________________________________________________________________________________
10. _________________________________________________________________________________
Completed by: ______________________________________ Date: ___________________
83
City of Brockton
Interagency Permission to Share Information
Purpose of This Form
The objective of this permission is to allow the agencies, facilities and individuals that I have identified
below to share information for the purpose of making referrals, developing plans, or providing services
for the benefit of my child, my family, or me. I am permitting this exchange of information, so that
these organizations can do a better job of supporting my family. I understand that each organization
that serves members of my family will be more effective if its staff can coordinate services with those
being offered by other organizations.
Who Will Provide/Receive Information
I, _________________________________________, give my permission for the agencies, facilities, and
individuals that I have checked off below to receive and share information pertaining to members of my
family, my child _________________________________ or me:
Brockton Public Schools
43 Crescent Street
Brockton, MA 02301
School:________________________
Contact:_______________________
Phone:________________________
Department of Children & Families
110 Mulberry Street
Brockton, MA 02301
Contact:_______________________
Phone:________________________
Department of Mental Health
165 Quincy Street
Brockton, MA 02302
Contact: ______________________
Phone:________________________
Massachusetts Trial Court
Department of Juvenile Probation
Department of Youth Services
15A Bolton Place
Brockton Area Workforce
Investment Board (BAWIB)
84
215 Main Street
Brockton, MA 02301
Contact:_______________________
Phone:________________________
Brockton, MA 02301
Contact:__________________________
Phone:___________________________
4 3 Crescent St
Brockton, MA 02301
508‐584‐3234
Contact:________________________
Phone:_________________________
Department of Mental Retardation
500 Belmont Street
Brockton, MA 02301
Contact: ____________________
Phone:_____________________
Department of Transitional Assistance
75 Commercial Street
Brockton, MA 02302
Contact:_________________________
Phone:__________________________
Department of Public Health
250 Washington Street
Boston, MA 02108
Contact:______________________
Phone:_______________________
Department of Education
Malden, MA
Contact:_______________________
Phone________________________
Office of Medicaid (Masshealth)
Boston, MA
Contact:______________________
Phone:_______________________
Private Insurance Company
Insurance:_______________________
Contact:_________________________
Phone:__________________________
Other:_______________________
___________________________
___________________________
Contact:________________________
Phone:_________________________
Other:_____________________
__________________________
__________________________
Contact:_______________________
Phone:________________________
Other:_____________________
__________________________
___________________________
Contact:_______________________
Phone:________________________
85
City of Brockton
Interagency Permission to Share Information
Information to Be Shared
General Health and Personal Information: [Check all that apply]
I give my permission for the agencies, individuals, and facilities that I have selected above to
communicate in person or via telephone conversation with each other about my child and other
members of my family for our benefit (this release does not authorize written materials and
documents and is solely designed to facilitation communication between agencies), and to share the
following information:
All information that is held about my child, my family or me, including but not limited to any service
plans, treatment plans, guardianship documents, court agreements, psychological testing, medical
history, hospital reports, medication history and claim records.
OR
All information that is held about my child, my family or me, but not limited to any service plans,
treatment plans, guardianship documents, court agreements, psychological testing, medical history,
hospital reports, medication history and claim records, except for the following information:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Specific Health and Personal Information: [Check all that apply]
86
I specifically give permission to release information about my child’s or my own history concerning
alcohol or drug treatment (protected by Federal Regulation 42CFR, part 2)
If my child has received alcohol or drug treatment, he or she specifically gives permission for the
above referenced agencies, individuals, and facilities to release his or her records that contain
information concerning alcohol or drug treatment (protected by Federal Regulation 42 CFR, part 2)
I specifically give permission to release my child’s or my own history concerning HIV antibody and
antigen testing (protected by MGL c. 111 § 70F), or and HIV/AIDS diagnosis or treatment.
If my child has given consent to receive medical or dental treatment in a situation where he or she
did not need parental consent, my child specifically gives permission to release his or her medical
information.
City of Brockton
Interagency Permission to Share Information
I understand that I have a right to cancel this permission at any time. If I cancel this permission, I
must do so in writing to each of the applicable agencies, individuals and facilities. I understand that
cancellation will not apply to information that has already been released pursuant to this
authorization.
This authorization will NOT expire unless otherwise specified (identify date, time period or event)
_____________________________________________________________________________________
I understand that once the information listed above is disclosed, it may not be protected in the same
manner under federal laws or regulations.
The agency, facility, or individual that receives drug or alcohol information protected by Federal
Regulation 42 CFR Part 2 may not redisclose that information without my permission.
I understand that authorizing the use or disclosure of the information identified above is voluntary. I
understand that if I choose not to give or cancel this permission, I will still be able to receive any
87
treatment or benefits that my child, my family, or I am entitled to from the agencies with which I am
involved. However, I also understand that the agencies, individuals and facilities may not be able to
develop effective plans or proposals to meet and resolve the needs of my child, my family or myself.
I also understand that if I choose to not give this permission or if I cancel my permission, my child will
continue to receive all educational services that are required to be provided by law at no cost to me.
_________________________________Date_______
Your signature or Personal
Representative’s Signature
_________________________________Date_______
Your Child’s Signature, or if he / she has consented
To and received medical or dental treatment
____________________________________________
Print Your Name
____________________________________________
Print Your Child’s Name
_________________________________Date_______
Witness Signature
____________________________________________
Printed Name of Witness
____________________________________________
If signed by a Personal Representative, please indicate
the type of authority (ex. Court appointed, custodial
Parent)