Academic Excellence Fund

Rising 9th-12th grade Upper School interested writers will participate in the EHS 2012 Summer WordShop: Community Documentary. Focusing on the Episcopal campus as a place that can be approached from multiple perspectives and through multiple genres, students will create a publication in this two-week summer writing experience, inspired by the New Orleans Neighborhood Story Project. In addition to intensive writing, revising, editing and sharing, students will participate in a field trip, see guest speakers, read engaging mentor texts, and take photographs or draw pictures. The instructor will provide extensive feedback, and students will ultimately emerge from the WordShop as published writers. Support for this project allows for needed practice for unpolished writers, as well as advanced opportunities for experienced writers to develop voice and authorship.

The Honors Thesis Program distinguishes Episcopal academically by providing a group of 12 to 16 highly motivated Upper School students with the opportunity to conduct in-depth research under the supervision of a faculty member in a one-on-one context. These students present their findings in the form of an assembly address and 10+ page research paper of collegiate quality.

 

To deepen this differentiating program for students, we propose that the Academic Excellence Fund continue to underwrite stipends for the teachers serving as thesis advisors and for the Honors Thesis leadership. These stipends indicate the importance of the work and honor the professional commitment of the teachers to the program. In addition to the stipends, we propose continued funds to help offset expenses associated with student research. These funds, applied for by the students themselves, will help students and their advisors overcome impediments to the research on a timely basis (e.g., extended Survey Monkey subscriptions for surveys). Students gain skills in written proposal development by applying to their mentors for "grants" from the research budget.

With the addition of the PSAT/SAT/ACT prep courses, Episcopal High School has consistently earned a percentage of National Merit Finalists that is on par with and often surpasses other top schools in the region. We propose funding to continue supporting these prep courses offered by Alex Gershanik, Director of PowerCourses in New Orleans, and his colleagues on Episcopal’s campus during August 2012. This proven program would offer a group of 48 rising juniors the opportunity for a PSAT/SAT/ACT prep course and practice tests.

 

Scores on the PSAT determine eligibility and ranking for the National Merit Scholarship program and can influence college admissions dramatically. Students’ ACT scores determine their eligibility for a range of scholarships, including the TOPS program at LSU and other Louisiana colleges and universities. With the possible exception of the Duke TIP qualifiers, the PSAT/SAT/ACT review may be the first experience many Episcopal Upper School students have with SAT-type and ACT-type tests. Additionally, we propose continuing to offer Episcopal faculty members small stipends to review tests.

After an energetic and fruitful first year, we propose a continuation of support for the Science, Math, and Creativity Instigator & Inquirist staff position. The Instigator will continue to enhance the classroom experience and curriculum by bringing hands-on, project-based science and math learning opportunities to Episcopal students. Ongoing projects include E-STAAR, a program that pairs selected Upper School students with an LSU professor and provides a year-long laboratory experience, Instigating Science on Saturdays, Toshiba ExploraVision, First Robotics, and Future City. In addition, the Instigator designs and implements original projects, such as the Honors Geometry Christmas project, which teaches Upper School students to program Arduino Unos to animate objects and the Frogtarium project in first grade, which gives students a close look at the life cycle of frogs. The investment will continue to generate interdisciplinary curriculum and deepen student skills in what are described as 21st century academic and life skills – collaboration and collaborative problem-solving, project-based learning, cutting edge technical skills, and higher order thinking.

The Academic Excellence Fund’s investment in Episcopal’s Singapore Math program has had a positive, differentiating effect in math instruction and student learning. Further investments in this initiative are a priority to maximize effectiveness and to enrich the math experience for Episcopal students. Funding will allow for the continued support of the program through stipends for third and fourth grade enrichment instructors, faculty and teacher leader professional development and equipment. Singapore Math curriculum accelerates student learning for success in Upper School by equipping them with tools to approach problems conceptually and with solid understanding of the broader mathematics framework.

Based on current research, the Middle School has adopted a strategic plan to advance college and career readiness skills. The 55 Non-Negotiable Skills, published by ACT in reference to the college readiness standards, are essential skills that students need to have mastered before entering the 9th grade. Research shows that students who gain mastery of these 55 skills before entering high school are prepared and on track to succeed during high school and college. The EXPLORE test, used in place of the ERB CTP4, assesses Middle School students. The benchmark exam gives a baseline score, which allows the Cambridge Educational company to supply Episcopal with instant data and customized lesson plans based on student needs. Students are re-administered the EXPLORE test at the end of the year to show growth. We propose continuing to purchase the EXPLORE tests for all Middle School students, as well as the educational tools provided by Cambridge Educational that allow teachers to strategically reinforce the non-negotiable skills with a spiral approach and to provide practice for test-taking strategies.

Episcopal’s recent relationship with the Duke School in North Carolina has given Lower School teachers additional tools and strategies for implementing project-based learning into their curriculum. Teachers will use strategies that will require materials, and classroom enhancements to implement projects, save incomplete project components, and display finished projects in order to engage students with activities that are relevant to them and to help students have ownership of their work and responsibility for their learning. Through project-based learning, students learn by constructing knowledge as they engage in interactive real-world activities that are facilitated by the teacher. We propose an ongoing collaboration with the Duke School, in addition to materials that will help Lower School teachers implement projects, plan cross-curricular activities for the projects, facilitate cooperative learning during the projects, evaluate project assignments, assess student knowledge, and close the feedback loop of understanding when a concept is not understood. Project-based learning equips teachers with more opportunities to differentiate their instruction, to help students develop critical thinking skills, to provide more 21st century learning skills, and to nurture the whole child. Each student will have greater opportunities to find and utilize their strengths with project-based learning activities.

High performing independent schools, as well as prestigious colleges and universities around the country, feature writing centers on campus to engender a population of excellent student writers. We propose launching a Writing Center at Episcopal with a Director who will design the program and collaborate across disciplines. One possibility for the Writing Center includes selecting talented student writers who will be trained as writing tutors for their peers. The Director will work with Department Chairs and teachers to first gauge the writing needs across campus and then use that data to advance writing opportunities across the curriculum.