Hartford Magnet Trinity College Academy - Hartford Public Schools

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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) 3
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
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Hartford Magnet Trinity College Academy - Hartford Public Schools

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