Project Name: Leominster Math/Science Elementary School
District: Leominster Public Schools
State: Massachusetts
Contact: Nadine Brinkley
Title: Superintendent of Schools
Phone: 978.534.7700 x 316
Email: nadine.binkley@leominster.mec.edu Website: http://www.leominster.mec.edu/index.htm
Brief description:
A program to create a math/science magnet elementary school to get younger students interested in SMT and to promote higher achievement for lower income and minority students.
Subject the program is most concerned with:
Mathematics and science.
Which part of the school system (e.g. elementary school, middle school, high school, all levels, special math/science school, etc.) the project focuses on:
Elementary school.
Primary focus of the program (e.g. new curriculum, attracting or retaining teachers, classroom technology, community outreach, etc.):
This program was started for a number of reasons. The district had been losing students to private schools and to other school districts through a school choice program that exists in Massachusetts. The magnet school was also located an area of largely lower-income families, with a significant Hispanic population. The Hispanic population across the United States is underrepresented in study or work in the fields of mathematics and science, and this program provided an opportunity to address the learning needs of this important part of the school population. In addition, a district magnet program for gifted and talented students in grades 3, 4 and 5 was established at this school.
The students are responsible for the same curricula that are taught in other elementary schools in the district. However, in this school math and science are integrated into all aspects of the curriculum. The emphasis is on a project-based approach to learning. Technology is also integrated into classes throughout the school.
This project also aimed to improve teacher education in the area by exposing student teachers to more effective methodologies and project-based methods, thereby both strengthening the future teaching pool and encouraging more students to become science and math teachers.
Role of the school board in implementing or supporting the program:
The school board was instrumental in implementing and supporting this program. They had a distinct vision, and were clear that they wanted to see changes that would bring students back into the district. They were involved in discussions about the plan and were informed of all developments. Presentations were given to the school board about the curriculum and pedagogy that would be used in the school. The school board voted to open the math and science elementary school. They agreed to provide bussing from across the district for the magnet talented and gifted program. They actively supported a petition to the City Council to request money to renovate the building in order to turn it from a middle school to an elementary school. Most importantly, the individual members of the school board actively supported the program both publicly and privately. If concerns were raised about the program that they could not answer, they referred the concerns to the superintendent. When they had questions, they brought those questions directly to the superintendent.
Community and business partners:
Many interested parents and local business owners also participated in the program. One parent arranged to have 30 gallons of paint donated for the renovation of the building. Two other parents were able to use their connections to mobilize local businesses to do landscaping, lay tarmac where necessary, and do other necessary outdoor work. One of these parents also volunteered to lead the playground committee in an effort to build a math/science playground for the school.
Higher education partners:
A planning committee was formed for this program and the local state college, Fitchburg State College, and the local community college, Mount Wachusett Community College, were both invited to participate. Each institution sent three to four faculty members to participate in the planning committee. The superintendent initiated these partnerships by calling the college presidents to request their collaboration. Each college assigned either a dean or a vice president to explore the idea in conjunction with the superintendent, and then recruited other faculty members to participate in the planning committee. The committee shared ideas about how to organize instruction, how to provide professional development for teachers, and how students at both institutions could be engaged in volunteering at the school.
Obstacles faced by the program:
School assignment proved to be a stumbling block. Partly because the district’s only elementary level gifted and talented program is located at the school, the location drew some concerns from parents.
Results so far:
The program is still in its first year, but has already become a point of community pride. Students from the school have made presentations of their project-based work to the school board, which demonstrated great creativity and rigor.
Duration of the program:
The school is currently (as of May, 2008) finishing its first year of operation.