Instruction Committee Meeting Great Bay Community College March 15, 2018 6:00PM AGENDA 1. Approval of Minutes 2. Advanced Manufacturing & Composites Partnership (Spaulding High School's R.W. Creteau Regional Technology Center & Great Bay Community College) 3. Bud Carlson Academy's Grant Opportunity 4. OGAP- Professional Development for Elementary Math Teachers 5. Maple Street Magnet School Data 6. Field Trips 7. Public Comment 8. Other 9. Adjournment Committee Members: Robert Watson, Chair Amy Malone Raymond Turner Karen Stokes Nathaniel Byrne
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Instruction Committee Meeting Great Bay Community College
March 15, 2018 6:00PM
AGENDA
1. Approval of Minutes
2. Advanced Manufacturing & Composites Partnership (Spaulding High School's R.W. Creteau Regional Technology Center & Great Bay Community College)
3. Bud Carlson Academy's Grant Opportunity
4. OGAP- Professional Development for Elementary Math Teachers
5. Maple Street Magnet School Data
6. Field Trips
7. Public Comment
8. Other
9. Adjournment
Committee Members:
Robert Watson, Chair Amy Malone Raymond Turner Karen Stokes Nathaniel Byrne
Rochester School Board Instruction Committee Minutes School Department Boardroom
February 15, 2018 DRAFT
Members Present Members Absent Also Present Mr. Robert Watson, Chair Mrs. Amy Malone Mr. Raymond Turner Mrs. Karen Stokes Mr. Nathaniel Byrne Mrs. Anne Grassie
Mr. Michael Hopkins Mr. Kyle Repucci Guests & Public
Mr. Watson called the meeting to order at 7:33 p.m. with a quorum present.
Approval of Minutes Mrs. Stokes moved, second by Mr. Turner, to approve the minutes of the January 18, 2018 Instruction Committee meeting. The motion passed unanimously.
Non-Public Session: Mrs. Malone moved, second by Mrs. Stokes, to enter non-public session at 7:34 p.m. in accordance with RSA 91-A:3 II ( c). The motion to enter non-public session carried unanimously. YES: Mr. Watson, Mrs. Malone, Mr. Turner, Mrs. Stokes, Mr. Byrne, Mrs. Grassie
NO: -- Open Session: Mr. Turner moved, second by Mrs. Malone, to reconvene and enter public session at 7:44 p.m. The motion passed unanimously. Spaulding High School Credit Request Mrs. Stokes moved, second by Mrs. Malone, to recommend to the School Board that student T.R. be allowed to exceed the ten credit limit by three credits. The motion passed unanimously.
January 29th Professional Development Day Exit Survey – No Action Required Mr. Repucci, Assistant Superintendent, explained the exit survey and reviewed the results of the survey. Learning Walks – No Action Required Mr. Repucci explained the learning walks and the data collected. FY 2019 Budget Review – No Action Required Ms. Linda Casey, Business Administrator, gave an overview of the FY 2019 Instruction budget. A meeting has been scheduled for February 22, 2018 at 6:00 p.m. for a FY 2019 Instruction budget review. Field Trips – No Action Required Reviewed Public Comment None
Other None
Adjournment Mrs. Stokes moved, second by Mrs. Malone, to adjourn. On a unanimous vote, the Committee adjourned at 8:04 p.m. Respectfully submitted, Mr. Robert Watson, Chair
Rochester School Board Instruction Committee Minutes School Department Boardroom
February 22, 2018 DRAFT
Members Present Members Absent Also Present Mr. Robert Watson, Chair Mr. Raymond Turner Mrs. Karen Stokes Mrs. Anne Grassie
Mrs. Amy Malone Mr. Nathaniel Byrne
Mr. Michael Hopkins Mr. Kyle Repucci Guests & Public
Mr. Watson called the meeting to order at 6:11 p.m. with a quorum present.
FY 2019 Instruction Budget Review Mr. Kyle Repucci, Assistant Superintendent, and Ms. Linda Casey, Business Administrator, reviewed and explained the FY 2019 Instruction budget. Mrs. Stokes moved, second by Mrs. Grassie, to forward the FY 2019 Instruction Budget to the Finance Committee for approval. The motion passed unanimously. Public Comment None Other None
Adjournment Mrs. Grassie moved, second by Mrs. Stokes, to adjourn. On a unanimous vote, the Committee adjourned at 6:14 p.m. Respectfully submitted, Mr. Robert Watson, Chair
Meanings of Remainders Context - Equation Context - Model
Powers of ten
Associative Commutative
Distributive Equality Identity
Multiplicative Inverse
NUMBER OF FACTORS Two factors
More than two factorsMULTIPLICATIVE REPRESENTATIONS
Equal groups ArraysArea
Open area Linear
Problem SituationsRefers to known and unknown information in a problem. For example, in equal group problems there might be an unknown product, or an unknown number of equal groups, or an unknown quantity in a group. See page 4 for some examples. Also see the CCSSM page 89.
Depending upon the strength of multiplicative reasoning students may move up and down between multiplicative, transitional, additive, and non-multiplicative strategies as they interact with different problem situations and problem structures (Kouba & Franklin, 1995; VMP OGAP, 2006).
About OGAP Frameworks
Updated January 2017
TYPES OF ITEMS
UNDERSTANDING AND USEOF RELATIONSHIPS
LANGUAGE
UNDERSTANDING AND USE OF PROPERTIES
OGAP Frameworks are based on mathematics education research on how students learn specific mathematics concepts, errors students make, and pre-conceptions or misconceptions that may interfere with learning new concepts or solving related problems. There are two major elements to an OGAP Framework that should be considered when analyzing student work or making instructional decisions: 1) Problem contexts and structures, and 2) OGAP Multiplication and Division Progressions.
This page identifies problem contexts and problem structures for multiplication and division problems. Pages 2 and 3, the OGAP Multiplication and Division Progressions, are tools to help teachers analyze evidence of student thinking and make instructional decisions. Page 4 has samples of different problem contexts.
For students to become strong multiplicative reasoners they must interact with a range of problem contexts, contextual situations, and problem structures. The CCSSM specifically identifies problem contexts at targeted grades on a progression from equal groups and measures, and area situations at grades 2 and 3 to measurement conversions, area, volume, multiplicative patterns, and multiplicative comparison problem situations at grades 4 and 5, and unit rates at grade 6. This progression, among other things, is designed to prepare students to engage in proportional situations using multiplicative reasoning.
Consistent with the CCSSM, the OGAP Progressions on pages 2 and 3 show the development of understanding and strategies from the link between repeated addition and multiplication in an equal groups model to the development of efficient and generalizable multiplicative strategies through the open area model, and understanding of place value, properties of operations, and relationships.
Important: The examples below do not represent the full range of each problem context.
Multiplication Examples Division Examples
Equal Groups * Unknown number in each group example
Mark had a box of 64 crayons. He shared the crayons equally with 4 people. How many crayons did each person get?
64 crayons ÷ 4 people = n crayons per box
Equal Measures * Unknown product example* Unknown number of groups example
Sam has 15 yards of material. He is making a design that needs 3 yards per design. How many designs can Sam make? 15 yards ÷ 3 yards per design = n designs
Unit Rates * Unknown product example* Unknown rate example
Sam earned $154.00 last week. He worked 22 hours. How much did Sam earn per hour? $154.00 ÷ 22 hours = n $/hour
Multiplicative Comparison * Larger unknown example* Multiplier unknown example
Bill’s garden is 240 square feet. Leslie’s garden is 20 square feet. How many times greater is Bill’s garden than Leslie’s garden? 240 square feet ÷ 20 square feet = n times bigger
Patterns *Larger unknown example
* Unknown factor example
Linda’s kitchen floor is 150 square feet. The length of one dimension is 10 feet. What is the length of the other dimension of the kitchen floor? 150 square feet ÷ 10 feet = n feet
OGAP Equation Example:
Write a story problem that goes with the equation 6 ×5 = 30.
OGAP Property Example:Ann knows the answer to 9 × 5. Explain how can she use this information to solve 45 ÷ 9?
Measurement Conversion * Unknown product example
Volume * Unknown product example * Unknown factor exampleA rectangular container holds 250 cubic inches of liquid. the base of the container is 10 inches and the depth 5 inches. What is the height of the container? 250 cubic inches ÷ (10 inches × 5 inches) = n inches
* Unknown quotient exampleTammy is 60 inches tall. How many feet tall is Tammy? 60 inches ÷ 12 inches/foot = n feet
Area * Unknown product example
Linda’s kitchen floor measures 12 feet by 7 feet. What is the area of Linda's kitchen floor? 12 feet × 7 feet = n square feet
Mark bought 12 boxes of crayons. Each box contained 8 crayons. How many crayons were there altogether? 12 boxes × 8 crayons = n crayons
* Unknown product example
* problem situations
Sam works at the grocery store. He is paid $7.00 per hour. He worked 22 hours last week. How much money did Sam earn last week? 22 hours × $7.00/hour = n dollars
It takes 14 inches of ribbon to make one bow. How many inches of ribbon will it take to make 7 bows?
7 bows × 14 inches per bow = n inches
Tammy is decorating tables with vases of flowers for a party. She used the chart to the right to keep track of how many flowers she needed. Based on the information in the table, how many flowers does she need to fill 15 vases?
15 vases of flowers × 4 = n flowers
The students in Mrs. Gilbert’s class planted bean and corn seeds. The bean plants grow 3 times faster than the corn plants. When the corn plants measure 2 inches, how tall will the bean plants be?
2 inches × 3 = n height of bean plants
Tammy is 5 feet tall. How many inches tall is Tammy? 5 feet × 12 inches/foot = n inches
The dimensions of a fish tank are 10 inches by 12 inches by 18 inches. If you filled the tank to the top, how much water would be in the tank?
Concepts/Properties Equations Properties and Relationships Magnitude
Base 10/Place ValueConceptsStrategies
Problem StructuresTypes of ItemsContextualNon-contextual
Complexity of AddendsSingle digitMultiple digit Multiples of 10, 100, 1000
RepresentationsNumber Paths and Number LineOther length—based modelsBase 10 Ten FramesDot images
Properties and RelationshipsAdditive inverseCommutative propertyAssociative propertyIdentityRelationships between models, equations and contextsCompensationConstant difference
AddendsTwo addendsThree or more addendsCompositions of 10
Meanings for SubtractionDifferenceRemovalDistanceMissing addend
Number of steps Single stepMulti-step
Depending upon the strength of additive reasoning, students may move up and down between additive, transitional, counting, and non-additive reasoning and strategies as they interact with new topics or new concepts.
April 2017
K 1 2
Transitional StrategiesEfficient Use of a Model
18 38 40 45Jumps by multiples of 10 on a number line
+20 +2 +5
1810 + 8
2720 + 7
30 + 1545
Inefficient decomposition to derive facts
63 73 80 81
+10 +7 +1
OGAP Additive Reasoning Progression — Addition
Early Counting Strategies
Counting Strategies
Additive Strategies
Direct modeling and counting from 1 with concrete model (count 3 times)
Mental counting strategies:• Count on from first• Count on from larger
Addit
iveTra
nsitio
nal (
Tens
)Co
untin
g (On
es)
Counting on with physical or visual model: 6+7
Non-Additive Strategies• Uses incorrect operation• Models problem situation incorrectly• Guesses
Underlying Issues/Errors• Does not consider reasonableness of solution• Error in counting, calculation, place value, property, equation, or model• Units inconsistent or missing
As st
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6 78 9 10
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6 7 8 9 10 11 12 13 14 151 2 3 4 5
@2017 OGAPMath LLC. For noncommercial use only. This product is the result of a collaborative effort between the Ongoing Assessment Project (OGAP) and the Consor-tium for Policy Research in Education (CPRE) which was funded by the National Science Foundation (DRL-16208888).
Traditional US algorithm 1 18 +27 45
Flexible compensation
18 + 2720 + 25
45
Partial Sums
18 +27 30 +15 45
Uses properties Fact FluencyFact Recall 6+7=13
Derived Facts 6+6=126+7=13
Using 10s6+76+4=10 and 10+3=13
Associative Property8+7+2=(8+2)+7=10+7
Commutative Property 6+7=7+6
Transparent algorithms Decomposes by place value and adds
18 + 27 = ?18 = 10 + 827 = 20 + 7 30 + 15 = 45
18 + 20 = 3838 + 7 = 45
Early Transitional StrategiesAdding inefficiently with or without a model
Adding on by tens18+10=2828+10=3838+2=4040+5=45
18 28 38 39 40 41 42 43 44 45Makes jumps of 10 on a number line
Combines or counts by 10s using base 10 representations
6+7“I know 5+5 is 10 and 3 more is 13”
Unitizes on a model
+10 +10
• Not enough information• Uses procedures incorrectly
+
Jumps by a 10 and efficient groups of ones
OGAP Additive Reasoning Progression — Subtraction
Early Counting Strategies
Counting Strategies
Early Transitional StrategiesSubtracting inefficiently with or without a model
Inverse relationship between addition and subtraction “7 − 2 is 5 because 5 + 2 is 7”
Using 10s: 13−8
73 − 38=35Distance on number line
35 40 43 73
73 − 38=35Jump back on number line
Using Base 10 models
73 − 38=35
Jumps by tens on number line
+2 +30 +3
Adding up by tens 73−38=? 38+2=40 40+10=50 50+10=60 60+10=70 70+3=73 2+10+10+10+3=35
Counting back (7 − 5)“7...6,5,4,3,2”Counting up “5...6, 7”
Counting back (7 − 5)“7...6,5...that’s 2”
11 12 13 14 15 16 1717 − 11=6
+1 +1 +1 +1 +1 +1
Direct modeling—separating from, separating to, or matching (counts 3 times)
1 2 3 4 5 6 7 8
1 2 3 4 5 1 2 3
38 40 70 73
38 40 50 60 70 73
– 2 – 10 – 10 – 10 – 3
65 4 3
2
8 − 5 = 3
6 1 73 − 38 35
– 5 – 3 – 30
Jumps by ones on number line
13 − 8
“13 − 3=10 and 10 − 5 = 15”
Fact Fluency Fact Recall
Derived Facts
“13 − 3 is 10 and then 5 less is 5”
Unitizes on a model
Transparent algorithms Decomposes by place value and subtracts
73 − 38 = ?73 = 70 + 338 = 30 + 8 40 − 5=35
73 − 30 = 4343 − 3 = 4040 − 5 = 35
Non-Additive Strategies• Uses incorrect operation• Models problem situation incorrectly• Guesses
Underlying Issues/Errors• Does not consider reasonableness of solution• Error in counting, calculation, place value, property, equation, or model
@2017 OGAPMath LLC. For noncommercial use only. This product is the result of a collaborative effort between the Ongoing Assessment Project (OGAP) and the Consor-tium for Policy Research in Education (CPRE) which was funded by the National Science Foundation (DRL-16208888).
• Not enough information• Uses procedures incorrectly
63 64 65 66 67 68 69 70 71 81
– 10– 1 – 1 – 1 – 1 – 1 – 1 – 1 – 1
81 − 18 = 63
73 − 38 = 35
OGAP Number ProgressionAs
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Subit
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Flexible Use of Base Ten
Number Composition (Unitizing in tens)
Flexible Counting (Unitizing in small groups)
Early Counting (Sees quantities as collections of ones)
Precounting
Multiplicative Place Value
Applies Base Ten understanding to compare and solve problems
“63 > 59 because 6 tens is more than 5 tens”
Uses integrated Base Ten understanding
Conceptual subitizing with place value
Composition and decompositionUsing number relationships to compare
and solve problems“6 is 2 more than 4”
Unitizing by 10’s and 1’s with understanding
Conceptual subitizingCounting unseen objects
Conceptual understanding of counting by 2’s or 5’s
Counting on or back from a given number
Representing an amount by ones
Cardinality (Meaningful counting) “How many?”
Matching to compare
Counting with some correspondence Perceptual subitizing up to 4
5>3
5,6,7,8
5 10 15
7
“8—I saw 5 and 3.”
Counting with one-to-one correspondence
“one” “two” “three” “four” “five” “six” “seven”
“one” “two” “three” “four” “five...”
6 71 2 3 4 5
Comparing quantity by size
“The second row is bigger”
One more/less than (without counting from 1)1 2 3 4 5
Counting to compare
1 2 3
4 5
1 2
3
“5 is more than 3”
Rote counting
Base
Ten
Num
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Flexib
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45 = (4 x 10) +5 12 tens and 3 ones is 123
10, 20, 30, 40, 41, 42, 43
Conceptual subitizing with 5’s and 10’s
5 tens + 4
10, 20, 30, 40, 50, 54
56 = 50 + 6
200 + 30 + 5 = 235
Applies counting by 2’s and 5’s to solve problems
235
2 hundreds, 3 tens, 5 ones 23 tens & 5 ones
235 ones
Underlying Issues/Errors• Doesn’t consider reasonableness of solution• Sequence error• Errors in units
@2017 OGAPMath LLC. For noncommercial use only. This product is the result of a collaborative effort between the Ongoing Assessment Project (OGAP) and the Consortium for Policy Research in Education (CPRE) which was funded by the National Science Foundation (DRL-16208888).
3/15/18Report for the School Board forApproved Field Trips
2/12/2018Date Rec'd: 3/7/18Date of Trip: 8:30am-5:00pmTrip Time:
Symphony Hall, Boston, MALocation:
McClellSchool:
BusTransportation:
Course: Elementary Band - Literacy: Students will understand the importance of music reading,listening critically to music, identifying different forms of music and how to play expressively.Lifelong Learning: Students will understand the benefit of playing music alone and with others.
Notes:
5Grade Level: 75# students: DaytripType of Field Trip:
WDay:
2/12/2018Date Rec'd: 3/7/18Date of Trip: 8:30am-5:00pmTrip Time:
Symphony Hall, Boston, MALocation:
ChamberSchool:
BusTransportation:
Course: Elementary Band - Literacy: Students will understand the importance of music reading,listening critically to music, identifying different forms of music and how to play expressively.Lifelong Learning: Students will understand the benefit of playing music alone and with others.
Notes:
5Grade Level: 75# students: DaytripType of Field Trip:
WDay:
2/12/2018Date Rec'd: 3/7/18Date of Trip: 8:30am-5:00pmTrip Time:
Symphony Hall, Boston, MALocation:
WASSchool:
BusTransportation:
Course: Elementary Band - Literacy: Students will understand the importance of music reading,listening critically to music, identifying different forms of music and how to play expressively.Lifelong Learning: Students will understand the benefit of playing music alone and with others.
Notes:
5Grade Level: 75# students: DaytripType of Field Trip:
WDay:
2/12/2018Date Rec'd: 3/7/18Date of Trip: 8:30am-5:00pmTrip Time:
Symphony Hall, Boston, MALocation:
ERSSchool:
BusTransportation:
Course: Elementary Band - Literacy: Students will understand the importance of music reading,listening critically to music, identifying different forms of music and how to play expressively.Lifelong Learning: Students will understand the benefit of playing music alone and with others.
Notes:
5Grade Level: 75# students: DaytripType of Field Trip:
WDay:
3/15/18Report for the School Board forApproved Field Trips
2/12/2018Date Rec'd: 3/7/18Date of Trip: 8:30am-5:00pmTrip Time:
Symphony Hall, Boston, MALocation:
MSMSSchool:
BusTransportation:
Course: Elementary Band - Literacy: Students will understand the importance of music reading,listening critically to music, identifying different forms of music and how to play expressively.Lifelong Learning: Students will understand the benefit of playing music alone and with others.
Notes:
5Grade Level: 75# students: DaytripType of Field Trip:
WDay:
2/12/2018Date Rec'd: 3/7/18Date of Trip: 8:30am-5:00pmTrip Time:
Symphony Hall, Boston, MALocation:
GonicSchool:
BusTransportation:
Course: Elementary Band - Literacy: Students will understand the importance of music reading,listening critically to music, identifying different forms of music and how to play expressively.Lifelong Learning: Students will understand the benefit of playing music alone and with others.
Notes:
5Grade Level: 75# students: DaytripType of Field Trip:
WDay:
2/9/2018Date Rec'd: 3/14/18Date of Trip: 9:15am-1:30pmTrip Time:
Strawbery Banke, Portsmouth, NHLocation:
GonicSchool:
BusTransportation:
The purpose of this trip is to experience daily life in the 1700's. This trip aligns with unit 4 of ourreading curriculum, with the theme "Our Changing World". Focus will be on daily life in the 1700's(cooking, chores, schooling, travel, etc.) and how things have changed as time progressed.
Notes:
2Grade Level: 37# students: DaytripType of Field Trip:
WDay:
2/9/2018Date Rec'd: 3/13/18Date of Trip: 7:45am-10:30amTrip Time:
Spaulding High School, Rochester, NHLocation:
RMSSchool:
BusTransportation:
Course: Guidance - Transition to high school; exposure to offerings from SHS drama department.Notes:
8Grade Level: 290# students: DaytripType of Field Trip:
TuDay:
3/15/18Report for the School Board forApproved Field Trips
2/8/2018Date Rec'd: 2/19/18Date of Trip: 10:00am-11:15aTrip Time:
Frisbie Hospital, Rochester, NHLocation:
GonicSchool:
Private AutosTransportation:
Course: Art - Art Appreciation/Art in our CommunityNotes:
1-5Grade Level: 19# students: DaytripType of Field Trip:
TuDay:
2/16/2018Date Rec'd: 3/13/18Date of Trip: 9:45am-12:00pmTrip Time:
Spaulding High School, Rochester, NHLocation:
ChamberSchool:
BusTransportation:
Our grade 5 students will be attending a performance of "Fiddler on the Roof".Notes:
5Grade Level: 83# students: DaytripType of Field Trip:
TuDay:
2/16/2018Date Rec'd: 3/13/18qDate of Trip: 9:45am-12:00pmTrip Time:
Spaulding High School, Rochester, NHLocation:
WASSchool:
BusTransportation:
Students will watch a performance of "Fiddler on the Roof". This field trip ties in with the 5th gradeELA speaking and listening competency.
Notes:
5Grade Level: 63# students: DaytripType of Field Trip:
TuDay:
2/16/2018Date Rec'd: 5/4/18Date of Trip: 9:00am-11:15amTrip Time:
Opera House, Rochester, NHLocation:
ChamberSchool:
WalkingTransportation:
The purpose of this trip is to tie in with our second grade literacy program. After veiwing the playstudents will be able to compare and contrast similarities and differences between the June B. Jonesbook series and the Opera House production.
Notes:
2Grade Level: 52# students: DaytripType of Field Trip:
FDay:
3/15/18Report for the School Board forApproved Field Trips
2/16/2018Date Rec'd: 3/13/18Date of Trip: 9:15am-12:30pmTrip Time:
Spaulding High School, Rochester, NHLocation:
MSMSSchool:
BusTransportation:
Our 5 grade students will be watching the SHS Drama Department put on the play "Fiddler on theRoof".
Notes:
5Grade Level: 19# students: DaytripType of Field Trip:
TuDay:
2/19/2018Date Rec'd: 3/13/18Date of Trip: 9:15am-12:30pmTrip Time:
Spaulding High School, Rochester, NHLocation:
NLSSchool:
BusTransportation:
We will watch "Fiddler on the Roof" and compare it to the other dramas we have read this year,noting the characters, setting and sequence of events.
Notes:
4Grade Level: 9# students: DaytripType of Field Trip:
TuDay:
2/23/2018Date Rec'd: 3/30/18Date of Trip: 9:45am-12:15pmTrip Time:
Spaulding High School, Rochester, NHLocation:
RMSSchool:
BusTransportation:
To ease the transition from middle school to high school. This will be a day to spend time in theirfuture classroom.
Notes:
8Grade Level: 2# students: DaytripType of Field Trip:
FDay:
2/28/2018Date Rec'd: 3/13/18Date of Trip: 9:30am-12:15pmTrip Time:
Spaulding High School, Rochester, NHLocation:
ERSSchool:
BusTransportation:
Students will view the play "Fiddler on the Roof" - Competency C4 and C5 in reading are aligned.Notes:
5Grade Level: 49# students: DaytripType of Field Trip:
TuDay:
3/15/18Report for the School Board forApproved Field Trips
2/23/2018Date Rec'd: 3/1/18Date of Trip: 8:45am-4:00pmTrip Time:
Freedom Trail/Faneuil Hall, Boston, MALocation:
SHSSchool:
BusTransportation:
Course: Bridging the Gap - Touring Boston; sponsored by Bridging the Gap and Rochester PoliceDept.
Notes:
9-12Grade Level: 45# students: DaytripType of Field Trip:
ThDay:
2/23/2018Date Rec'd: 3/13/18Date of Trip: 9:40am-11:55pmTrip Time:
Spaulding High School, Rochester, NHLocation:
GonicSchool:
BusTransportation:
Students will watch a performance of "Fiddler on the Roof" put on by the high school dramadepartment.
Notes:
5Grade Level: 42# students: DaytripType of Field Trip:
TuDay:
2/23/2018Date Rec'd: 3/13/18Date of Trip: 9:30am-12:15pmTrip Time:
Spaulding High School, Rochester, NHLocation:
McClellSchool:
BusTransportation:
5th grade students will watch an act (dress rehearsal) of "Fiddler on the Roof".Notes:
5Grade Level: 60# students: DaytripType of Field Trip:
TuDay:
2/23/2018Date Rec'd: 6/7/18Date of Trip: 8:45am-2:15pmTrip Time:
To bring science, social studies, math and other core curriuculum to life with hands on activities andentertaining educational demonstrations. Students will learn about horticulture, dairy, chickens, soil,fiber, maple syrup, horses, beekeeping, livestock, forestry and a variety of other topics.
Notes:
4Grade Level: 42# students: DaytripType of Field Trip:
ThDay:
3/15/18Report for the School Board forApproved Field Trips
2/23/2018Date Rec'd: 3/15/18Date of Trip: 7:30am-2:00pmTrip Time:
UNH, Durham, NHLocation:
SHSSchool:
BusTransportation:
Course: Philosophy - C1: understand & demonstrate philosophical inquiry and critical thought; C4:how to engage in philosophical topics
Notes:
11-12Grade Level: 40# students: DaytripType of Field Trip:
ThDay:
2/23/2018Date Rec'd: 3/6/18Date of Trip: 7:45am-2:00pmTrip Time:
Community College, Manchester, NHLocation:
SHSSchool:
BusTransportation:
Course: HVAC - personal growth and leadershipNotes:
12Grade Level: 9# students: DaytripType of Field Trip:
TuDay:
2/28/2018Date Rec'd: 3/6/18Date of Trip: 9:00am-12:00pmTrip Time:
Public Library, Rochester, NHLocation:
MSMSSchool:
WalkingTransportation:
Students are researching the history of Rochester through the lens of our historic buildings. Studentswill walk to the library where they use materials curated by teachers ahead of time to learn about thehistory of Rochester. Students will take notes using graphic organizers of what they learned.
Notes:
2-3Grade Level: 41# students: DaytripType of Field Trip:
ThDay:
3/1/2018Date Rec'd: 3/10/18Date of Trip: 4:00pm-12:00amTrip Time:
Course: Project SEARCH - Annual trip to Boston to see a live show, "Sheer Madness" and enjoyingQuincy Market for the afternoon.
Notes:
11-12Grade Level: 20# students: DaytripType of Field Trip:
WDay:
3/6/2018Date Rec'd: 3/12/18Date of Trip: 8:30am-2:30pmTrip Time:
Capital Arts Center, Concord, NHLocation:
SHSSchool:
BusTransportation:
NHIAA Scholar AthletesNotes:
12Grade Level: 22# students: DaytripType of Field Trip:
MDay:
3/5/2018Date Rec'd: 3/13/18Date of Trip: 9:30am-11:30amTrip Time:
Spaulding High School, Rochester, NHLocation:
SSSSchool:
BusTransportation:
We will watch the high school play "Fiddler on the Roof".Notes:
4Grade Level: 16# students: DaytripType of Field Trip:
TuDay:
3/6/2018Date Rec'd: 5/4/18Date of Trip: 9:15am-12:00pmTrip Time:
Opera House, Rochester, NHLocation:
SSSSchool:
WalkingTransportation:
Students will read different Junie B. Jones books and compare books to the play; competency 1 -Literary Text (story elements; compare/contrast).
Notes:
K-4Grade Level: 82# students: DaytripType of Field Trip:
FDay:
3/15/18Report for the School Board forApproved Field Trips
3/7/2018Date Rec'd: 3/16/18Date of Trip: 10:30am-1:30pmTrip Time:
Dover Bowl, Dover, NHLocation:
RMSSchool:
BusTransportation:
Team Maine- Students will be focusing on team building. They will work with peers in a communitybased setting to improve their relationships with both peers and staff.
Notes:
6-8Grade Level: 54# students: DaytripType of Field Trip:
FDay:
3/7/2018Date Rec'd: 3/16/18Date of Trip: 7:00am-8:30pmTrip Time:
Salem High School, Salem, NHLocation:
RMSSchool:
Private AutoTransportation:
Course: Band - This is an all-state honors band festival for middle schools. The four studentsattending auditioned and were accepted to participate. They will practice all day with a guestconductor and give an evening concert for parents.
Notes:
7-8Grade Level: 4# students: DaytripType of Field Trip: