Hartford Magnet Trinity College Academy - Hartford Public Schools

Design Team Co-Chairs
Hartford Magnet Trinity College Academy
Program Design Proposal for Expansion in August 2011
Presentation to the Hartford Board of Education
January 4, 2010
Sally Biggs, Principal at Hartford Magnet Middle School
Dr. Thomas M. Mitzel, Associate Academic Dean, Professor of Chemistry Trinity College
Grade Levels to be served during 2011-2012: 6-9
Design Team Members
Stefanie Chambers, Ph.D. Associate Professor of Political Science Trinity College
William H. Reynolds, Jr. Secretary of the College, Trinity College Office of the
President
Eduardo V. Genao Director Regional School Choice Office-Hartford
Sheldon Neal Assistant Principal
Gwyn Adams Assistant Principal
Stacy Chambers Resident Principal HMMS
Janice Andrews Magnet Theme Coach
Cyndi Callahan Literacy Coach
Emily Noel Math Coach
Penny Parmelee Science Coach
Mary Giuliano School Design Specialist, Office of Secondary Schools
Chris Coonce-Ewing Social Studies Teacher/Data Coach
Kevin McCaskill Director of School Design
Adrienne Maslin Co-Chair HMMS Governance Team
Maria Gonzalez World Language Coach
Sharon Lanza ELL Coach
Cheryl Thomas Social Studies Coach
Dr. Christina Kishimoto Assistant Superintendent of Schools and School Design
School Theme
Arts and Sciences Early College High School

HARTFORD PUBLIC SCHOOLS
Phase II: School Design Specifications:
Hartford Magnet Trinity College Academy
Overview of School Model
Background
Hartford Magnet Middle School opened in SY 2000-2001 as part of a larger urban magnet school vision called The
Learning Corridor. As originally envisioned, the Learning Corridor included Trinity College, a Girls' and Boys' Club, the
Institute for Living, the Hartford Children’s Medical Center, and three other magnet schools: Montessori Magnet School,
Greater Hartford Academy of the Arts, and Greater Hartford Academy of Math and Science. The result of unprecedented
determination and cooperation among its founding institutions, the Learning Corridor has transformed an educational
vision into reality. HMMS has earned the distinction of being the highest performing school within the Hartford Public
Schools and has maintained autonomy status per the district’s OSI ranking score. Hartford Magnet Middle School in
partnership with Trinity College seeks to carry on the Learning Corridor vision by expanding upon this success and
creating Hartford Magnet Trinity College Academy, HMTCA. Together, Hartford Magnet Middle School and Trinity
College will extend the middle school design to include an Early College High School. The new grades 6-12 model will
maintain its full interdistrict magnet school status from the Connecticut State Department of Education as a Hartford Public
Schools host magnet.
Description of School Type, Accreditation & Affiliation Model
Hartford Magnet Trinity College Academy will be a college preparatory model for 400 high school
students, grades 9-12, who wish to pursue a course of study in science and the arts and spend their senior
year on the Trinity College campus. The program will prepare students to be successful in college,
setting them on a career pathway in the fields of science as well as the visual and performing arts.
Proposed to open in August 2011 for Grade 9 students, the HMTCA will expand by one grade each year
and reach capacity in 2014.
The early college high school model integrates high school and college study in an articulated program.
Five Core Principles provide the framework for planning and implementing early college schools:
1. Early college schools are committed to serving students underrepresented in higher education.
2. Early college schools are created and sustained by a local education agency, a higher education institution, and the
community, all of whom are jointly accountable for student success.
3. Early college schools and their higher education partners and community jointly develop an integrated academic
program so all students earn one year of transferable college credit leading to college completion.
4. Early college schools engage all students in a comprehensive support system that develops academic and social skills
as well as the behaviors and conditions necessary for college completion.
5. Early college schools and their higher education and community partners work with intermediaries to create
conditions and advocate for supportive policies that advance the early college movement.
The early college high school model provides students with a rigorous and supportive educational
program that prepares students to experience success in college level courses before graduating from
high school. Twelfth grade students meeting Trinity College’s criteria will have the opportunity to enroll
in classes and receive dual credit. A Personalized Learning Plan (PLP) will be developed for all
students that may include: college-level courses, Capstone Projects, professional internships, and studies
abroad.
The early college experience is a blend of high school and college in a rigorous and fully supportive
program, compressing the time it takes to complete a high school diploma and the first year of college.
The goal of the early college model is to reach students who typically fall through the cracks between
America’s system of K-12 schools and its system of postsecondary education: low-income youth, first
generation college-goers, English language learners, students of color and other young people
underrepresented in higher education. This opportunity will allow students to save time and money and
is a powerful motivator for students to work hard and meet serious intellectual challenges. The
partnership will open doors for Hartford’s youth to attend a prestigious college and provide a pathway to
Trinity College endowment scholarships.
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Theme/Content Focus
Hartford Magnet Trinity College Academy will emphasize two complementary disciplines: Science and the Arts. Science
helps students to understand the world in which they live, to appreciate the wonders of nature, and to become responsible
citizens in the use of science and technology for personal, social and economic development. It also empowers students to
master investigative skills and to consistently use the scientific method in their learning process. The science curriculum will
be aligned with state and national standards as well as the two leading standard documents in the field, NSTA standards and
Project 2061’s Designs for Science Literacy. The fundamental scientific skills of experimental design, forming hypotheses,
observations, data collection, and analysis are continually practiced and reinforced. The science program will evolve through
the sharing of resources, best practices, and faculty expertise.
The Arts enhance depth of understanding in academic subject areas, such as history, math and languages. Students will take
fine arts, performing arts, and music classes at both HMTCA and at the Greater Hartford Academy of the Arts. Course options
may include computer based graphic design, visual art, dance, theater, and photography, fashion design, both instrumental and
vocal music and humanities (See Encore Offering, pp 8-9). The curriculum, aligned with the National Standards for Education
in the Arts, will be enhanced by long-term collaborations with the Bushnell Partners program, Hartford Symphony and the
Hartford Stage.
Key thematic features and content focus of the Science and Arts programs will include:
Exploration of science and the arts through an array of course offerings
Performing and visual arts as central to students’ process of self-discovery
The process of doing science as central to the development of independent thinking
Course scope and sequence that offers the infusion of the disciplines of arts and sciences: the
“science” behind the creation of art, and the “art” of scientific study
Mastery of investigative skills and use of the scientific method in the learning process
Arts as enhancements to understanding history, math, language and other disciplines
College Seminar Series with accomplished experts in various fields of study
Participation in Trinity College Poster presentations
Early College High School Studies Course Selection
Students will work with faculty advisors and guidance counselors to develop a PLP that aligns their
coursework with their interests, goals, and career aspirations and incorporates early college experiences
and/or internships. The PLP will also guide a student’s focus for the Capstone Project required in the
senior year.
Major School Partner
Trinity College has fully embraced a partnership with HMMS for the development of early college high school model. Plans
include:
A new building to be shared by Trinity and HMTCA which will serve as an Science and Arts Experiential Learning
Center
New state-of-the-art science labs for Trinity and HMTCA students
Full immersion of the HMTCA seniors on the Trinity College campus
A Study Abroad program for HMTCA students at any of the 12 Trinity sites
Curriculum design that places keen focus on writing
Dual credit courses
Internships
Other Partners
Connecticut Science Center
Hartford Stage Company
Hartford Animation and Film Institute
Wadsworth Atheneum
Greater Hartford Academy of the Arts
COMPASS Youth Collective
Connecticut Historical Society
Connecticut Children’s Medical Center (CCMC)
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Research Basis and Model Site(s)
The important academic and instructional rationales that underlie the structure of an early college high school are based on
well-established theories of developmental psychology. They are:
Intellectual maturation is a continuous process; there is little or no difference between a student at the conclusion of
the twelfth grade and the beginning of college enrollment. Therefore, learning should be a continuous process; the
transitions should be smooth; and the curriculum between high school and college should be coordinated.
Challenge, both academic and personal, is a strong motivator for achievement.
Positive role models improve behavior.
Flexible use of time advances opportunities for mastery.
Teachers involved in reform have increased motivation for success; caring teachers improve students’ success.
(The Early College High School Concept: Requisites for Success. Janet E. Lieberman. 2004)
Model Sites
University High School of Science and Engineering Grades 9 - 12
351 Mark Twain Drive
Hartford, CT 06112
Partnership between University High School and the University of Hartford
Located on U of H private campus
Honors curriculum for all students
College credit enrollment
Rigorous STEM curriculum
Project Lead the Way curriculum
Highest performing school in Hartford 2009
Bard High School Early College Grades 9 - 12
525 East Houston Street
NY, NY 10002
Joint partnership between the NYC Board of Education and Bard College
Students complete the high school program in grades 9 and 10, including all required New York State Regents Exams,
and enroll in the school’s early college liberal arts program rather than an 11 th and 12 th grade program
Curriculum designed to enable students to transfer to four-year colleges and universities with up to two years of
college credit
60 college credits completed at the end of four years; students receive a tuition-free Associate in Arts degree in the
liberal arts and sciences from Bard College as well as a New York State Regents diploma
College Transfer Advising Office, a comprehensive 9 -12 scheduled college advising process
Ninety percent of all BHSEC graduates transfer to a four-year college to complete a Bachelor’s Degree
Metro Grades 9 - 12
1929 Kenny Road
Columbus, OH 43210
Operated by the Educational Council, a confederation of the 16 public school districts in Franklin County, Ohio
Focus on math, science and technology connection
Guided by the Ten Common Principles of the Coalition of Essential Schools
Dual focus in curricular approach to instruction: literacy (math and reading) and real world investigation (social
science, life science, and environmental science)
Integrated math and science curriculum where mathematics becomes a component of the “language” of science
Two phases of the learning experience: preparation and exploration called CorePrep and internships and access to
college called College Access
Variety of Early College Experiences: college credit, internships, learning laboratories within central Ohio, i.e. a
math/science focused curriculum working with engineers in the field and taking corresponding coursework in
engineering at the Ohio State University or Columbus State Community College
Three source documents for developing program expectations: Coalition of Essential Schools (principles), Breaking
Ranks (high school effectiveness), and International Baccalaureate (approach to college access)
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School Mission & Vision
Mission (purpose)
We come together, city and suburbs, with eager minds, a sense of pride, and a passion for achievement, to create our
Hartford Magnet Trinity College Academy family. We each agree to take the initiative to transform obstacles into
opportunities. Guided by a rich curriculum, we use our collective knowledge and gifts to energize our learning and create a
safe haven for growth and exploration. Through the lens of arts and sciences, our students produce critical and creative
works in a state-of-the-art facility. Supported by our higher education partner, Trinity College, and our community
partners, our students will develop the social and academic skills needed to succeed at the region's most competitive
schools.
Vision
The following fundamental principles lie at the heart of the philosophy and vision for Hartford Magnet Trinity College
Academy:
1. Exemplary Academic Foundation
An exemplary grade 9 through grade 12 magnet school must be built upon an exemplary core curriculum. HMTCA
students will be challenged by its demanding program of studies and its culture of high expectations. Upon this academic
foundation, our students will explore science and the arts through a rich array of specialized programs that are unique among
the capitol region’s public schools.
2. The Importance of the Arts
The performing arts and the fine arts are central to a young person’s process of self-discovery and self-expression. As
one of the major curriculum themes of the school, instruction in the arts will be a significant part of the students’ school day.
An important feature of the arts instruction program will involve its relationship with Trinity College and local performing
artists. Faculty members from Trinity College and local professional artists will work with students on a regular basis.
3. The Importance of Science
The process of doing science is central to the development of clear, independent thinking. As with the arts
component, a partnership with the Trinity College will offer students educational opportunities in science and math that are not
available at most schools. Trinity College faculty will work closely with the science/math staff to develop the new high school
curriculum, to facilitate and encourage ongoing shared student activities and to plan faculty professional development
activities.
4. The Synergy (Interaction) of Art and Science/Partnership with Trinity College
The interconnected themes of the arts and science complement each other in promoting well-rounded students who are
comfortable with both left and right brain activities in both the affective and cognitive realms of life. Students learn to think
critically and to express what they are learning confidently and creatively in all their classes. The wide array of courses offered
infuses the disciplines of art and science into each other. The “science” behind the creation of art and the “art” of scientific
study will be two important focuses of many courses offered at early college high school.
An important feature of the school will be the relationship among the faculty and students of HMTCA and Trinity
College. Trinity College, other partners and neighbors on the Learning Corridor, will have direct and ongoing contact with the
HMTCA staff and students. All students will take music, dance, art and theater classes at HMTCA or Trinity College. This
feature of the high school will significantly enhance the students' arts and music education through learning from professional
artists and musicians. Also, the school will integrate the arts curriculum through a co-teaching model that will allow
collaboration among the schools’ staff and community. The major focus of the program will be the early college experience
provided by the partnership agreement with Trinity College.
5. The Power of Coherence
Research has shown that when curricula draw direct and coherent connections across subjects, learning activities lead
to deeper understanding and accelerated skill development. The research also indicates that this kind of coherence requires
school-wide commitment to a guiding curriculum model such as “Understanding by Design” (UBD). HMTCA will utilize the
UBD model to develop and redesign for curriculum.
6. The Power of Consistency
The research is equally clear that proven teaching strategies applied consistently across all content areas in all
classrooms lead to school-wide excellence. Therefore, all teachers will be trained in the Understanding by Design model of
curriculum development and the Father Flannigan Boys' Town model of classroom management.
7. The Power of Commitment
Total commitment to the mission and vision from all staff is a prerequisite to achieving the goals of Hartford Magnet
4

Trinity College Academy. All teachers have made the choice to be a part of the faculty and understand what their full
commitment entails.
8. The Importance of Collaboration
In our increasingly interdependent world, schools must partner with their communities in meaningful ways to realize
their highest potential. This means developing on-going institutional collaborations that make available human and material
resources targeted to the school’s unique mission.
Student Body
Grade Configuration and School Size
The maximum enrollment for each grade, 9 - 12, will be up to 100 students with a total enrollment of 400 students.
Year-by-Year Phase In Chart
The proposed implementation plan for Hartford Magnet Trinity College Academy included a three year planning
phase and four year student phase in. The sixth grade students who entered HMMS in 2008-2009 will be the first ninth
grade class to enter Hartford Magnet Trinity College Academy. The proposed high school implementation plan will be as
follows:
SY 2008-2009 Planning phase
SY 2009-2010 Planning phase
SY 2010-2011 Planning phase
SY 2011-2012 100 students entering grade 9 Class of 2015
SY 2012-2013 100 students entering grade 9 Class of 2016
100 students entering grade 10 Class of 2015
SY 2013-2014 100 students entering grade 9 Class of 2017
100 students entering grade 10 Class of 2016
100 students entering grade 11 Class of 2015
SY 2014-2015 100 students entering grade 9 Class of 2018
100 students entering grade 10 Class of 2017
100 students entering grade 11 Class of 2016
100 students entering grade 12 Class of 2015
Governance Structure
School Leadership
The HMTCA will implement a staff empowerment management model. The school will be led by a strong principal who will
establish effective communication and collaboration among the entire staff. Problems and challenges will be resolved
collaboratively through the implementation of effective student management strategies and effective teaching practices which
will evolve out of consensus.
School Governance Council
The Hartford Magnet Trinity College Academy Governance Council will decide school policy on such issues as magnet school
curriculum and curriculum themes, student recruitment strategies, dress code, after school and vacation programs, institutional
partnerships, developing supplemental sources of funding, etc. The Council will be comprised of the school’s administrators,
Trinity College representatives, teachers, parents and interested community partners. The Council will meet on a monthly basis
and present ideas, feedback, and planning assistance to the school personnel.
For application and lottery policy, the School Governance Council will ensure that the school follows the legislated policies of
Connecticut Interdistrict Magnet Schools. It will develop bylaws based on the Hartford Public School Board Policy, #1211 -
Community Relations: School Governance Councils. All policies and regulations and employee contracts approved by the
Hartford Board of Education will be applicable to the HMTCA.
Parent Leadership Development
The PTO will include parents and teachers. Their role will include participating in school events, representation on the
governance team, and collaboration with community members for school activities that support student learning.
Student Leadership
The Student Leadership Council will include a staff advisor and at least three student leaders from each of the freshman,
sophomore, junior and senior classes. The responsibilities of the student council will include organizing and leading school
related clubs, the development of the Students’ Code of Ethics for student behavior, representation on the School Governance
Council and collaboration with the PTO activities.
5

Curriculum & Instruction
Pedagogical Approach & Classroom Design
Teachers will employ a variety of instructional strategies to ensure that different learning styles are addressed and that all
students have the opportunity to access, process, and apply information and skills in ways most natural for them. For
example, teachers will introduce new information using visual, auditory and tactile techniques. Students will be given
assignments and projects that require them to solve problems creatively and demonstrate what they know and are able to do
in a variety of forms.
The school will structure its day around a modified block schedule. Class periods will be 81 minutes long, allowing time
for more hands-on activities and sustained focus. Also, teachers on each Core team will meet daily to design
interdisciplinary curricula, analyze student data to plan and design instruction, stay current on how students are doing in
one another’s classes, and plan special activities. This planning period is not only critical to the successful implementation
of the magnet school curriculum, but it is also critical to the personalized student approach. Through constant
communication between teachers during the daily planning sessions, the team’s students will be carefully monitored, and
assistance will be given to students in need of intervention.
The depth and coherence of the academic program will be guided by the Understanding by Design (UBD) model of
curriculum design and assessment. The UBD approach starts with the end in mind and works backward through the
planning process. It starts with identifying what we want students to know and be able to do. Then it identifies the
acceptable evidence of student learning. Finally, it looks at the materials and strategies that will lead to the desired
outcomes. Successful implementation of UBD requires a great deal of training and planning. To that end, the Hartford
Magnet Trinity College Academy will enroll in the UBD Exchange Project which is the leading Internet resource on UBD.
Member schools have access to hundreds of actual UBD-based lessons and activities and can participate in dialog with
teachers across the country on how to use the UBD process effectively. The school will also work with a Connecticutbased
UBD consultant to train and support the entire staff.
The themes of scientific thinking and artistic expression will be woven into each course as students are challenged to
demonstrate what they are learning through demonstrations, exhibitions, and presentations before their teachers and peers.
Finally, the school will employ the three principles of effective high schools: rigor, relevance and relationships. Students
will be challenged by a demanding program of studies and a culture of high expectations. Rigor at the HMTCA will
include dual credit courses and a Capstone Project. Relevance will be built on the academic foundation of science and the
arts exploration through a rich array of specialized programs that are unique among the capitol region’s public schools and
supported by the PLP. Relationships will be nurtured through team structure and an advisory program.
Student Orientation and Mandatory Bridge Program
All students entering HMTCA will participate in a three-week summer bridge program prior to entering
Grade 9. The program will include:
An orientation to the HMTCA
A writer’s workshop
Arts/Music Program
The art and music program is designed to enhance students’ knowledge from both a cultural and a
technical perspective. Encore classes such as World Drumming and Ceramics provide a foundation for
more in-depth courses such as Music Theory and Art History.
Curriculum Design/Course of Study
The curriculum will center on essential learning outcomes.
Learning will align with 21 st Century skills and State and National Standards.
The curriculum design will integrate early college experiences, honors courses and dual credit
courses.
Class activities will be embedded within an interdisciplinary approach so that students can
understand content that is based on real world application as well as the interrelationship of the
Arts and the Sciences.
The Hartford Magnet Trinity College Academy will combine a rigorous Core Curriculum and an
Encore Curriculum that follow the Hartford Magnet Middle School model. The Core Curriculum will
follow rigorous college preparatory pathways in English, Science, Social Studies, Math, World
Languages, Social Sciences, Health, Wellness and Business. The Encore Curriculum provides a
complementary set of courses that enhances the arts and sciences curriculum. The Encore Program will
provide advanced coursework in students’ individual areas of interest.
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Summer
Bridge
Program
.25 credit
Grade 9 English I
Sample Course/Block Schedule by Grade
CORE CURRICULUM
English
Writing
Mathematics Sciences History World
Language
1 credit
Summer
Science
Pre CAPT
requirement
Grade 10 English II
1 credit
Grade 11 Lit and Comp1
Grade 12
Optional:
Internships
and
Study
Abroad
1 credit
Lit & Comp II
or
British Lit
or
Early College
Dual Credit
Course
1 credit
(and/or
college credit)
Algebra I
or
Algebra II
or
Geometry
1 credit
Geometry
or
Algebra II
or
Pre-Calculus
1 credit
Algebra 2
or
Pre-Calculus
or
Calculus
Or
Early College
Dual Credit
course
1 credit
Calculus
or
Early College
Dual Credit
Statistics
1 credit
(and/or
college credit)
Physical
Science
1 credit
Intro. To
Chemistry
CAPT Prep.
.25 credit
Biology I
with lab
1 credits
Chemistry
with lab
Science
Elective
1 credit
Science
Elective
Civics (.5)
and
Geography
(.5)
1 credit
U. S.
History
1 credit
Social
Sciences:
International
Studies
1 credit
Theme
Elective
Spanish I
Spanish II
1 credit
Spanish I
Spanish II
Spanish III
1 credit
Spanish II
Spanish III
Spanish IV
World
Language
Theme
Elective
Spanish
Spanish V
World
Language
Theme
Elective
Health
and PE
Physical
Education
.5
Health .5
1 credit
Physical
Education
.5 credit
Physical
Education
.5 credit
Encore
Arts
Theme
Elective
Theme
Elective
Theme
Elective
Capstone
Project
1 credit
7

Proposed Encore Class Offerings
Subject Course Grade 9 Grade 10 Grade 11 Grade 12
Communications Arts
Visual Arts
Educational Technology
Music: Orchestra, Band, Piano, Choral
Music
Graphic Arts I 0.50
Graphic Arts II 0.50
Silkscreen I 0.50
New Media Arts II 0.50
Silkscreen II 0.50
Marketing I 0.50
Marketing II 0.50
Advertising & Promotion 0.25
Internship and Career Exploration 1
Visual Arts Foundation I 0.50
Visual Arts Foundation II 0.50
Photography 0.50
Ceramics 0.50
Printmaking 0.50
Sculpture 0.50
Painting and Drawing 0.50
Art History 0.50
Landscape and Architecture 0.50
Advanced Portfolio 1
Animation I 0.50
Animation II 0.50
Web 2.0 Tools 0.50
New Media Arts I 0.50
Digital Media and Communication
1 0.50
Digital Media and Communication
2 0.50
MS Office or Business 0.50
Flash Programming 0.50
Computer Programming 0.50
Digital Communications: Senior
Project 1
Symphonic Orchestra 1
Quartet * 0.50
Music History/Appreciation 0.50
Chamber Orchestra * 1
Symphonic Band 1
Marching Band 1
Piano 0.50
Ear Training 1
Music Theory 0.50
Music Technology I 0.50
Music Technology II 0.50
8

Health and Wellness
Pathway to
Engineering
Global Literacy/
Humanities
Study Skills
Student
Support
Music Theory 0.50
Portfolio/Jury 1
Band: Small Ensemble * 0.50
Wind Ensemble Level 2 * 1
Jazz Band Level 1 1
Jazz Band Level 2 * 1
Jazz Combo * 0.50
Concert Choir 1
Select Choir * 1
Health Education .25
Fitness/Wellness 0.50
Strength Training 0.25
Swimming 0.25
Advanced Swimming 0.25
Lifeguard Training (16+) 0.25
Physical Education 0.5
Dance 0.25
Advanced Multisport 0.25
Zumba 0.25
Automation and Robotics 0.50
Introduction to Engineering Design 0.50
Principles of Engineering 0.50
Digital Electronics 0.50
Civil Engineering and Architecture 0.50
Critters, Tricksters, Shape shifters 0.50
Creation Stories 0.50
Heroic Sagas 0.50
Villians in World Literature 0.50
The History of the Future 0.50
Creative Writing 1.00
Anthropology of Religion 1.00
How To Succeed in High School
Getting Ready For College
Student Success Plans
Language Transition Support (LTS) 1.0
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English Language Learner Support Approach
In an effort to provide all HMTCA students an equitable educational program, the following
Bilingual/ESL Support Plan will be implemented:
All bilingual students will be given the home language survey.
Students will take the LAS Links Assessment for literacy and math to determine instructional
level and class placement. If available, specific student CMT data will be reviewed.
Based on data analysis, students who have been in the district for more than thirty months yet
are demonstrating significantly deficient skills in reading, will be assigned to an intensive
research based reading intervention class. The program will be administered by the bilingual
ESL resource teacher who will be scheduled for two ninety minute instructional periods per
day. During this time both small group instruction and push in support will be provided.
A bilingual paraprofessional will support students requiring additional support when the
resource teacher is not available.
All staff will participate in professional development to enhance their level awareness for the
cultural and instructional needs of our ELL students.
Training for staff will be provided to develop knowledge of:
Strategies which are most effect in providing instruction for ELL/bilingual students
Training in second language acquisition, instructional modifications, and instructional
accommodations such as extended time, dual language dictionaries, and small group
instruction
Working with the reading and English teachers to develop/modify materials
Working with the reading and English teachers to implement the SIOP program
Both the literacy coach and the speech and language teachers will provide consultation support
for the reading teacher, Special Education and /or English teacher, when appropriate.
All students will be offered additional instructional support through the Saturday Academy
enrichment program which focuses on literacy and math as determined by the needs of the
students.
Intervention Program
A school intervention team will systematically review student data to identify students who, based upon
multiple indicators, are determined at risk of failing. These students will be enrolled in an appropriate
intervention program which may include:
Literacy intervention program, i.e. Read 180/ System 44
Intervention literacy/math programs during the school day
Additional support from a content area teacher during the school day
Modified instructional materials
Extended day learning programs and Saturday Academy to provide additional academic
support
Summer intervention support
Family involvement
Special Education
The Hartford Magnet Trinity College Academy will follow all federal mandates regarding special education. Special education
resource services will be provided using the full inclusion model. Special education teachers in collaboration with general
education teachers, students, parents and support personnel will address students' individual differences and needs so that
students will be able to participate to the fullest extent possible in regular education classes to achieve success in school and
self-sufficiency in their community.
Special education services are provided via a co-taught model of support. Special education teachers manage their case loads
by providing direct support to students during mainstream classes. Support is provided by both special education teachers and
regular education teachers. In addition, we have a Student Assistance Center designed to provide students with emotional
needs and/or behavioral concerns with parallel academic support. The Special Education teachers will:
Involve students, parents, therapists, social workers, counselors, psychologists and subject area
teachers in the PPT process
Collaborate with content area teachers to implement appropriate accommodations and
modifications to address individual students' needs
Provide appropriate post-secondary school transition planning
Teach self advocacy skills necessary for success in all phases of life
10

Time Support
Students will be given increased time to meet curriculum requirements through extended day, summer
programs, and Saturday Academy.
Instructional Technology
It is expected that all students and staff will reach level one proficiency or higher in word processing,
spreadsheet, presentation, collaboration, and web design software. All students and all staff must also
develop proficiency in the creation of:
Development of the Personalized Learning Plan and the Capstone Project
Graphic Design, looking at the role of graphic arts in relation to the arts and sciences
Teaching and learning strategies through interactive white boards, laptop computers, digital
still/video cameras, multimedia presentations, digital publications and computer-assisted
learning aids
Adaptive technology for students with special needs
Homework Expectations
Assigned homework will be required, and students will be expected to complete all assignments according to the rubric
provided. Homework will be assigned to advance learning by:
Extending student learning
Reflection and revision
Applying knowledge to new situations
Engaging in research
Transitioning 11th and 12 th grade students to a college syllabi approach to course assignments
Learning Outcomes & Assessment Design
Assessment Design
The use of Understanding by Design will allow teachers to increasingly complement traditional methods of assessment
with the use of portfolios, performances, and exhibitions/projects that demonstrate evidence of learning. The curriculum
will also incorporate a variety of assessment methods, including a portfolio, senior project and Capstone Project for 11 th
and/or 12 th graders.
There will be consistent alignment of curriculum, examining how they assess their students in the context of their hands-on,
performance-based programs. The expanded partnership with Trinity College in addition to the existing partnerships with
the Science Center, Greater Hartford Academy of the Arts, Hartford Stage and Animation Studios will provide students
with an opportunity to develop highly specialized skills in the Arts, Math, and Science.
Additionally, special assessment tools will be developed that are components of each science, math, and arts course that
will be designed and implemented by staff in collaboration with GHAA and Trinity College faculties. These assessment
tools will be criterion-referenced tests, portfolios, exhibitions, collaborative projects, demonstration projects, journals, and
theses. Staff will work closely with these partners in the development of these specialized assessment tools.
Capstone Project Requirement for Graduating Seniors
The Capstone Project is a requirement for all seniors, which culminates in a formal presentation to a panel of peers, faculty,
parents and community.
Performance Benchmarks
The HMTCA learning outcomes include:
Visual, Performing, and Cinematic Arts Learning Outcomes
Understand the arts in relation to history and cultures, including influences, social and cultural
impact, and interconnectedness
Reflect upon, describe, analyze, interpret and evaluate their own and others’ work
Make connections between the visual, performing, and cinematic arts, other disciplines and
daily life
Understand, select and apply media, techniques and processes
Understand and apply elements and organizational principles of art
Consider, analyze, select and apply a range of subject matter, symbols and ideas to other
disciplines
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Math Learning Outcomes
Apply specific mathematical formulas as a component of the problem solving process
Problem solve utilizing research based instructional strategies
Apply mathematics skill set to real world applications
Science
Using critical thinking skills to understand and apply information in various contexts
Reading, analyzing, and using data to evaluate and communicate global issues
Posing and evaluating arguments based on evidence and apply logical conclusions to those arguments
Applying and transferring knowledge and skills to practical applications in the real world
English Language Arts Learning Outcomes
Read, comprehend and respond in individual, literal, critical and evaluative ways to literary,
informational and persuasive texts in multimedia formats
Read and respond to a range of texts (from classical to contemporary) from many cultures and
literary periods
Produce written, oral, visual and multi-modal texts to express, develop, and analyze ideas and
experiences
Apply the conventions of standard English in oral and written communication
Technology and Research Learning Outcomes
Develop e-portfolios for Capstone Project and other applications
Locate sources (both primary and secondary) using a variety of methods (for example, using
effective syntax for digital searches; familiarity with taxonomy and classification for nondigitized
sources)
Evaluate sources for credibility, timeliness, and suitability for research needs
Social Studies
Apply knowledge of history, civics and geography to make informed and reasoned decisions that promote civic
competence and the public good of our culturally diverse, democratic nation and interdependent world
Engage in thoughtful chronological, historical and critical thinking and analysis, discourse and inquiry
Conduct meaningful research
Connect events occurring in the world and throughout history to their lives
Consider and address the ethical dimensions of topics and controversial issues
Formulate oral and written responses to content based questions and subjects
Examine and participate in activities that explore and simulate historically significant and socially relevant events
Integrate and use twenty-first century information and communication technology literacy skills to collect and analyze
data and prepare and present reports
World Language Learning Outcomes
Engage in conversation, provide and obtain information, express feelings and exchange opinions
Understand and interpret spoken and written language on a variety of topics
Present information, concepts and ideas to listeners or readers on a variety of topics
Demonstrate an understanding of the traditions, products and perspectives of the cultures studied
Reinforce and expand their knowledge of other areas of study through the world language
Acquire and use information from a variety of sources only available in the world language, using technology, print,
audiovisual, media, data and human resources
Demonstrate an understanding of the nature of language through comparison of that world language and their own
Demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own
Use the world language both within and beyond the school setting for personal enjoyment, enrichment and active
participation
Teacher Capacity
Teachers will demonstrate a desire to foster authentic, caring and collaborative relationships with each
other and students. Staff is expected to enrich student learning with an interdisciplinary approach for
instruction of both core and encore courses.
Theme-Specific Certification Requirements
The school will seek teachers who have demonstrated a high degree of expertise in their content area.
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Teachers must have: the ability to increase student achievement; a commitment to experiential learning;
an understanding of intensive writing in all content areas; and experience in the development of projectbased
assessments and multidisciplinary perspectives.
Faculty qualifications and willingness to participate in a shared academic program are critical. All
faculty need to be flexible, open-minded, highly skilled, and innovative. The academic program of an
early college high school emphasizes high expectations and standards; the faculty must see learning not
as text-bound and test-oriented but as a continuous process, emphasizing concept development and
integrated learning. HMTCA faculty need to be experts in their disciplines and able to cooperate, confer,
and co-teach with Trinity professors.
In general, Core and Encore teachers are expected to:
Commit to the guiding principles of the school’s mission
Demonstrate through authentic instruction their belief that all students can achieve high
academic expectations through relevant and meaningful experiences
Commit to and attend the summer planning and training sessions as well as the school’s
Summer Bridge Program
Address and exemplify the standards set by the Connecticut Common Core of Teaching (CCT)
and the Connecticut Common Core of Learning (CCL)
Demonstrate use of technology
Develop interdisciplinary projects
Support students in defining interests for Personal Learning Plans and the Capstone Project
Use common planning time to examine individual student data and best practices for the
purpose of improving student achievement, as well as class and school-wide academic issues
Provide benchmarks for student achievement and progress
Implement a variety of differentiated instructional strategies
Modify instruction for students with special needs
Utilize a variety of assessment tools that are embedded into the instruction
Collaborate with peers to develop researched-based and innovative teaching and learning
strategies
Build relationships with students, parents and staff
Training and Professional Development Program
In conjunction with Trinity College, high school staff will participate in professional development
offered by the Woodrow Wilson National Fellowship Foundation and Middle College National
Consortium. These training programs will support teachers at all levels in the implementation of the
early college high school model.
Professional development programs will be designed in conjunction with Trinity College and community
partners for the continuous improvement of instruction. Topics for professional development will be
based on the needs of the teachers and the design of the school. Topics may include:
Standards-based instruction
Effective teaching strategies
Reading across content areas
Best practices for ELL students
Curriculum development
Effective interdisciplinary units
Technology infusion
Capstone Experiences
Data Driven Decision-Making
A summer component will be planned and implemented to include the following activities:
Professional development
Collaboration between high school and Trinity College faculty
Curriculum Development: Writing across the content areas and Summer Bridge program
development
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Teaming/Collaborative Planning Expectations
Teachers will use common planning time for curriculum development and to review student data.
Teacher teams are expected to:
Align curriculum with state standards
Reflect on instructional practice
Ensure that student assignments are relevant and engaging and advance learning
Use assessment data to drive and inform instruction
Support novice teachers and share best practices
School Schedule
Length of School Day and School Calendar
The school will follow the Hartford Public Schools annual academic calendar. The daily schedule is a modified block schedule
with four 81-minute academic periods. Hours of operation will mirror the middle school bell schedule. Flexible scheduling
options will allow the teaching staff to address needs as defined by each student’s Personal Learning Plan.
Co-Curriculum Programming
The school will be committed to providing a balanced and diversified co-curricular program of activities. All students will have
the opportunity to participate in after-school programs. Opportunities include service learning, cultural events, clubs, music,
drama, conferences, or symposia.
Summer School/Extended Year
All grade 9 and grade 10 students will be required to participate in Summer Bridge. Students entering 9 th grade will be required
to take a Summer Bridge writing course. Students entering grade 10 will be required to take an Introduction to Chemistry
summer course. Each course is worth .25 credits.
Partnerships
Higher Education Partners
The school’s major partner, Trinity College, fully embraces the early college high school model in partnership with Hartford
Magnet Trinity College Academy. The partnership will provide an articulated, accelerated academic trajectory and dual course
offerings.
Trinity College will offer faculty development, training and support through:
Workshops on such topics as course management software and e-portfolio systems
College faculty visits
Curriculum development
Opportunities for staff and students to attend seminars, conferences and symposia
Co-taught courses
Community and Business Partners
COMPASS, our Community Schools partner, provides a broad range of student support services during
and beyond the school day. Community and business partners will work with the school to develop
programs for students, parents, and staff. In addition to their participation as advisory board members,
community partners will work collaboratively to:
Provide opportunities for internships and job shadowing
Plan visits to the Science Center, Connecticut Historical Society, Hartford Stage and the
Wadsworth Athenaeum to participate in outreach programs
Offer professional development opportunities
Role of Partners
Partners will work collaboratively to support an enriched environment and provide real world
experiences for students. The partners will work collaboratively to:
Ensure that students are college ready
Provide opportunities for rich cultural experiences within the Hartford community that promote
the study and analysis of students’ particular interests
Provide job shadowing experiences
Support the Capstone Experience
Offer internships for students to gain experience within the arts and or sciences career areas
Provide support through a formalized advisory board
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College Readiness
Plan of Study and Transition Planning
Transition planning for college readiness will include the following programs:
Summer coursework
SAT preparation courses
On site college fairs
College tours
College readiness sessions
Dual Credit Opportunities
A major focus of the early college high school is to prepare students to successfully earn dual credit
during their senior year through enrollment in courses at Trinity College. Virtual Course work credits
may also be available for dual credit.
School Culture & Climate
Clear expectations for school climate and culture
The expectations will include:
A shared vision among staff that all students can learn
Student demonstration of high quality engagement in content work
Professional, cooperative behaviors at all times demonstrated by students and all school staff
Respect for different languages, cultures and lifestyles
Personalized relationships where every student is well known by at least one caring adult
A published School Compact
Peer mediation for conflict resolution
A coordinated curriculum between high school and college
An academic culture and sequence that facilitates college entrance and reduces college drop-out
Both academic and personal challenge as a motivator for achievement
An articulated program for the integration of high school and college study
Implement School-Wide Advisory Program
Daily advisory sessions will cover predetermined topics based on student need. Possible areas of focus
include:
Drop Everything and Read (D.E.A.R.)
Discussion and reflective journaling
Literacy skill development with emphasis on CAPT skills
Math skill review
Life skills
Study skills
Student lead conferences
College planning
School Compact
The School Compact will articulate the expected outcomes for the school’s culture and climate and the
partnership philosophy of HMTCA for school staff, students and parents.
School Uniforms
All students at HMTCA will be required to wear a full uniform that will distinguish them as serious-minded, college-bound
scholars.
Student Support Services Model
HMTCA is committed to ensuring that its students have a safe, productive environment in which to
learn. To that end, the school will coordinate the following staff in devising a framework for a student
support services program:
Assistant Principal
Magnet Theme Coach
Intervention Specialists
Attendance Case Manager
Guidance Counselor
Social Worker
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School and Family Support Service Provider
Student Assistance Center
Parental Role
HMTCA believes that in order to develop and maintain a structured, positive and supportive learning
environment a three-prong partnership between the parent, student and school must be developed. The
value of parent participation and input is one of the primary ways to increase student success.
In Academics
We expect parents to take advantage of opportunities to support the school's mission by:
Participating in student learning and practice at home
Participating on board and school committees
Supporting and facilitating student field trips, internships and/or volunteer experiences
In School Culture/Climate
We will make every effort to keep parents involved by:
Providing a communication system so that parents have immediate access to feedback on
both academics and behavior of their children
Providing regularly scheduled progress reports to parents
Providing early information regarding financial aid to help parents to become informed
about financial planning for college: providing family seminars to disseminate this
information (e.g. obtaining financial aid, applying to college, tutoring for SAT exams)
Providing student tutoring
Developing consistent communication strategies between school, students, and home
Support Services
In addition to the ELL and Special Education services as defined above, the following support services will be offered:
Father Flannigan’s Boys Town model
Daily Advisory
COMPASS Community Schools Partnership
Rising Stars/ VAMP Trinity tutoring/ mentoring program
Student Assistance Center
Comprehensive Student Intervention
Study Skills Class
CAPT preparatory session
SAT preparatory session
Application Process
Beginning in August 2011, 100 seats will be available for 9 th grade students. These seats will be allocated to 8 th grade students
currently enrolled at Hartford Magnet Middle School. The 100 seats will be assigned via a school based, internal lottery. 50
seats will be allocated to Hartford students and 50 seats to suburban students. The remaining students not selected for
enrollment at HMTCA through the internal lottery process will be given preference at other Hartford Host Magnet Schools.
Admission preference: Any child of an HMTCA or Trinity College employee or sibling of a currently enrolled HMTCA
student or will be granted admission preference. Children of HMTCA and Trinity College employees and siblings must submit
an application to the Regional School Choice Office prior to the application deadline.
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