Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56EXECUTIVE SUMMARY | 20 purification plant. Although she initially sought the internship because of her love of nature, the experience put her science classes in context. “I didn’t think of myself as good at science, but what we learned in chemistry class made sense when I worked at the water quality plant,” she told Devon. The internship accelerated her understanding of biology and chemistry. Teachers worked with Nina to devise an individualized plan that would prepare her to take the biology Advanced Placement (AP) exam without enrolling in the AP biology course. Scoring well on the test would enable her to earn college credit. Teachers and the principals at Westfield High have developed strong relationships with community organizations that enable them to recruit organizations to participate in the civics project. Their involvement builds community support for schools. Students select organizations based on their interests and work to complete a project that meets an organizational need. This year, one of the participating organizations is an environmental justice coalition that helps residents in poor and minority communities gain access to information on health and safety and ensures that residents know their legal rights. The environmental justice group needs a new website. Developing the website will allow Devon and Nina to demonstrate mastery of graduation requirements for writing, computer science, and civics. The project requires researching and writing about environmental issues facing Connecticut communities as well as the technical skills to create web pages. Devon started programming in elementary school and teaches Nina some basic HTML. The civics project allowed Nina and Devon to pursue their interests while completing the civics graduation requirement, demonstrating mastery of computer science and deepening their knowledge of environmental issues and policy. Throughout the process, Nina and Devon were able to update their progress and share their products in their digital portfolio. Not only were they able to reflect on their learning with their parents and teachers, they were able to share what they learned with the wider community. ◆ “To link learning with life goals, students are encouraged to pursue internships and other learning opportunities outside school.” college credit. Teachers and the principals at Westfield High have developed strong relationships with community organizations that enable them to recruit organizations to participate in the civics project. Their involvement builds community support for schools. Students select organizations based on their interests and work to complete a project that meets an organizational need. This year, one of the participating organizations is an environmental justice coalition that helps residents in poor and minority communities gain access to information on health and safety and ensures that residents know their legal rights. The environmental justice group needs a new website. Developing the website will allow Devon and Nina to demonstrate mastery of graduation requirements for writing, computer science, and civics. The project requires researching and writing about environmental issues facing Connecticut communities as well as the technical skills to create web pages. Devon started programming in elementary school and teaches Nina some basic HTML. The civics project allowed Nina and Devon to pursue their interests while completing the civics graduation requirement, demonstrating mastery of computer science and deepening their knowledge of environmental issues and policy. Throughout the process, Nina and Devon were able to update their progress and share their products in their digital portfolio. Not only were they able to reflect on their learning with their parents and teachers, they were able to share what they learned with the wider ◆ Teachers and the principals at Westfield High have developed strong relationships with community organizations that enable them to recruit organizations to participate in the civics project. Their involvement builds community support for schools. Students select organizations based on their interests and work to complete a project that meets an organizational need. This year, one of the participating organizations is an environmental justice coalition that helps residents in poor and minority communities gain access to information on health and safety and ensures that residents know their legal rights. The environmental justice group needs a new website. Developing the website will allow Devon and Nina to demonstrate mastery of graduation requirements for writing, computer science, and civics. The project requires researching and writing about environmental issues facing Connecticut communities as well as the technical skills to create web pages. Devon started programming in elementary school and teaches Nina some basic HTML. The civics project allowed Nina and Devon to pursue their interests while completing the civics graduation requirement, demonstrating mastery of computer science and deepening their portfolio. Not only were they able to reflect on their learning with their parents and teachers, they were able to share what they learned with the wider community. experience put her science classes in context. “I didn’t think of myself as good at science, but what we learned in chemistry class made sense when I worked at the water quality plant,” she told Devon. The internship accelerated her understanding of biology and chemistry. Teachers worked with Nina to devise an individualized plan that would prepare her to take the biology Advanced Placement (AP) exam without enrolling in the AP biology course. Scoring well on the test would enable her to earn college credit. college credit. to devise an individualized plan that would prepare her to take the biology Advanced Placement (AP) exam without enrolling in the AP biology course. Scoring well on the test would enable her to earn college credit. college credit.