Titan eNews
Weekly Campus Update
Mission: To create a community of learners empowered to collaborate and compete in a rapidly changing world.
Safety and Security
In Plano ISD, school safety is a top priority and everyone can be a part of keeping schools safe. Students, staff and parents can anonymously share safety and other concerns with school administrators at any time of day using a computer or mobile device. The anonymous Tip Line is available as a feature in the district's custom mobile app for students and parents. The app is available for download in the App Store and Google Play. If you do not have a smart phone, you can access the Tip Line from any web-enabled device at www.pisd.edu/tipline.
Please note: The Tip Line is not a substitute for calling the police to report any in-progress incident. In cases of emergency and an immediate response is needed, please call 9-1-1.
This tip line is also on our school webpage for easy access.
Furthermore, we reviewed the Standard Response Protocol and practiced a lockdown drill.
Click the See Something Say Something video below:
Did you miss a parent meeting? Find the link to your grade level meeting presentation here!
Thank you to our PTSA and parent for our delicious back-to-school staff breakfast!
1st Years Parent Project Letter
Dear First Year Parent,
You may link directly to the document HERE.
Welcome to a brand new year at Academy High School! We are thrilled to get to know our learners and guide them through their first year of project-based learning. In the first project of the year, “iTitan,” learners will become accustomed to their new environment. They will research and explore the physical characteristics and culture of Academy High School. Learners should ultimately be able to find a sense of pride, ownership and connection to their school.
The project will culminate with learners telling the story of their new environment in the form of a interest-based tour for visitors to the building. Learners will also perform a needs analysis to construct a product that adds value to the culture of the school or community.
Anchor Document:
iTitan
Anchor Document
Driving Question:
How do I learn to navigate in a new environment and interpret its
culture so that I can effectively guide others?
We have gathered at the Academy from different parts of Plano, the United States, and the world. We represent many cultures and we have a variety of individual experiences that make us unique. Our paths have converged here at the Academy where we can expand our knowledge. Our innovative, STEAM (Science, Technology, Engineering, Arts, and Math) approach to curriculum is delivered through the pedagogy of PBL (Project-based learning).
One challenge of being in this new environment is figuring out how to acclimate and thrive at the Academy. Discovering your role requires identifying your strengths as well as learning--and assimilating into--the culture of the school. To thrive, you will work to explicitly implement the design process and add value to the school.
You will have checkpoints and culminate your experience with presentations enhanced by the project deliverables.
During this project, you will:
Conduct research for and create a tour of the Academy that
Focuses on a theme based on learner interest
Communicates the culture of the Academy, including describing the character of a Titan
Determines an appropriate route and pace to finish the tour in an agreed upon timeframe
Showcases learner-generated graphical representations of relevant data.
Learn safe work habits and proper tool and PPE use in the fab lab.
Leave a digital legacy based on your experiences in this project.
Major Assignments & Checkpoints:
Week 1
Two-page spread “About Me” in Process Journal (8/16)
Week 2
Graphic representation of Academy HS demographics (8/22)
Choose tour theme (8/24)
Week 3
Culture of the Academy assessment (8/27)
Graphic representation of country demographics (8/29)
Tour script (8/31)
Map of tour (8/31)
Week 4
Fab Lab Safety & PPE (Personal Protective Equipment) assessment (9/3)
Practice tour (9/7)
Final tour conducted during Open House (9/17) 6:30-8:00 pm
How can you help?
Please join us for Open House on September 17th (6:30-8:00 pm) as that is when “iTitan” tours will be presented.
Ensure your students have professional attire for presentation days. Watch out for growth spurts!
Please feel comfortable asking our team questions.
Questions for the dinner table:
Describe some tours you have taken and what did you like/dislike about the tour?
What does the word culture mean? What is the culture of your workplace? What is the culture of a country you are familiar with?
Is it possible for a place to not have any culture?
When in your life were you in a new place and what helped you adjust to that situation?
What is your strategy for learning about the Academy?
Has there been a time in your life when you had to speak or present in public? How did you prepare? What strategies do you use?
What are some of the fond memories you have about the culture in your high school or college?
What is the purpose of your engineering notebook & how does it help you stay organized during the design process?
Thank you for all your support! Please let any of us know if you have questions about or ideas for this project.
Sincerely,
The 1st Year Facilitator Team
2nd Years Parent Project Letter
Dear Second Year Parent,
You may link directly to this document HERE.
The 16 United Nations Sustainability Goals are the backbone of all of the 2nd year projects. The first project, True Grit, will ask the learners to answer the driving question, Who do l have to be to solve a problem? This project will introduce learners to two of the UN Goals in a manner that will allow them to explore the skills needed for this year. Learners will select a personal goal which falls within one of the UN Sustainable Development Goals of Good Health or Responsible Consumption. Upon determining a personal goal, learners will examine several key roles necessary for academic growth and performance. Those roles include Project Manager, Researcher, Synthesizer, Marketer, Presenter, and Critical Thinker. Each course content will support the learner’s individual growth and development.
Here is what you can expect during this project for each of the courses:
Geometry learners will write conditional statements and determine the probability of an outcome by creating an action plan for their goal.
Biology will focus on experimental design: how to collect, organize and analyze data as it relates to learner goal progress.
World History will be looking at the “Big History” of our planet, the qualities that have allowed our species to thrive, while also working on research skills, including citing and using evidence to support a claim.
Engineering will focus on project management and implementation through goal setting and attainment.
English and Debate learners will read self selected texts. Novels will be centered around the the theme “Grit.” They will write an essay explaining how a character demonstrates “grit” in the novel. Debate learners will analyze multiple speeches and write their first speech script.
Art has learners reviewing the elements and principles of art and showing their understanding of these key visual concepts through the creation of a photo essay.
Technology experiences will give learners the opportunity to create a digital tutorial and to develop an infographic to display the development of their personal goals.
Physical Education course, learners will participate in a fitnessgram pre-assessment to determine their baseline level of fitness. Using results data, they will create personal fitness goals to begin working on throughout the year.
LOTE learners will “dust off” their French/Spanish to share their project and course goals as well as to discuss the concept of success. During this project, learners will also complete pre-assessments in order to determine their current French/Spanish language abilities so that we (learners, parents, and facilitator) may appropriately track language growth throughout the school year.
True Grit Important Project Dates:
8/13 - 2nd Year Expectations and Procedures
8/15 - Identify Goal
8/16 - Self-selected text choice
8/17 - Project Charter
8/20 - Project Approval
8/23, 8/29 - Accountability Checks
9/4 -Infographic and Script Submission
9/5 - Presentation Prep
9/6, 9/7 - Presentations
How can I help:
In preparation for future projects, we are always in need of mentors to help guide and support learners. We would like to hear from you in how your area of expertise could be of service to our learners by submitting your contact information to the form below. Thank you!
https://tinyurl.com/AHSinquiry
Questions for the dinner table:
How can I use digital graphics effectively?
What did I do today to move forward on my goal?
What factors help me decide the best way to organize and display a set of data?
How can I expand my understanding and appreciation of design?
How do I break a problem into smaller parts?
How does memoir use the figurative devices of fiction to convey something real?
Why does a public speech need a precision of language and effective non-verbal skills?
How can I use evidence to support my claims and arguments?
How can I identify and determine the validity of a statement?
How can I use the principles of design to analyze an artwork?
How can I effectively research?
What factors help me decide the best way to organize and display a set of data?
Sincerely,
The 2nd Year Facilitator Team
Algebra II and Geometry, Kati Cooke, kati.cooke@pisd.edu
Biology, Kim Gunnels, kim.gunnels@pisd.edu
World History, Nick Stamets, nick.stamets@pisd.edu
Engineering, Joe Fawcett, joseph.fawcett@pisd.edu
English and Debate, David Humphrey, david.humphrey@pisd.edu
Art and Technology, Linda Aponte, linda.aponte@pisd.edu
P.E./Academic Specialist, Laura Wilk, laura.wilk@pisd.edu
Spanish, Shelli Brown, shelli.brown@pisd.edu
French, Katherine Terrell, katherine.terrell@pisd.edu
3rd Year Parent Project Letter
Dear Third Year Parent,
You may link directly to this document HERE.
The 2018-19 school year has begun and the 3rd year facilitators (listed below) are excited to begin working with your learners. We started getting to know them during the final week of school last year, and look forward to developing those relationships as this new school year progresses.
Tina Cone - Engineering and Technology Facilitator
Julia Goodwin- Chemistry and Environmental Systems Facilitator
Katelyn Morrison - Spanish 3 and Spanish 4 Facilitator
Lasma Berrouet - Pre-Calculus and Statistics Facilitator
Stephanie Nordlund - Art 3 and 4 Facilitator
Katherine Terrell - French 3 and French 4 Facilitator
James Wright - U.S. History and Economics Facilitator
Russell Young - English 3 Facilitator
In each of our projects, we work to build learners’ skills in the discernment and disbursement of information through a wide variety of delivery methods. Stop the Presses starts the year evaluating how information is distributed through media.
Stop the Presses is a project where learners will design and publish informative and engaging print media pieces incorporating articles, visuals, and creative layout choices in order to identify and analyze topics that are relevant to the community and date of publication.
Newspaper proofs and final learner artwork will be displayed at Open House (9/17). Parents and other participants will have an opportunity to provide feedback to learner teams on their newspaper proofs. Final newspaper prints will be distributed to other Titan learners allowing them to provide feedback and highlight strengths in each publication.
Learners will be exposed to professionals in the media and publication industries who will share their expertise through Titan Talks, midpoint feedback, and presentation feedback.
How are we doing this?
In teams, learners will identify an organization which allows opportunities for civic engagement with a specific focus, and present the organization’s foundational claims. In order to successfully participate in this project, learners and teams will complete the following elements:
Art: Learners will discover how art connects to contemporary culture by researching art history and writing art criticisms. Learners will also learn how to express a stance in a work of art by creating artworks about identity.
Chemistry: Learners will understand and utilize chemical and physical properties, the periodic table and types of bonds to classify, analyze, and evaluate matter and its role in the environment.
Engineering: Learners will develop a team contract defining their norms and roles. In addition, they will evaluate risk, define quality and follow the project management triangle, and select a task management tool that will contain deadlines for major elements of the project. Learners will evaluate safety protocols and determine the origin for those protocols.
English: Learners will master the ability to utilize the elements of the Rhetorical Triangle and will begin to show the ability to translate that information from a graphic representation to a long form written format (essay).
Environmental: Learners will understand the pieces and processes of the nitrogen, water, phosphorus, sulfur, and carbon biogeochemical cycles and how these cycles impact the resources available to the local, regional, and global environments.
LOTE: Learners will be able to demonstrate understanding of culturally authentic materials by identifying/paraphrasing main idea, theme, & supporting details. Learners will be able to express and defend and opinion or preference with support. Learners will use connected sentences with elaboration, and narration where appropriate. Learners will be able to be understood by their peers, facilitator, and those accustomed to language learners. Learners will be able to ask and respond to questions about and beyond the scope of everyday experiences, express personal opinions, preferences, recommendations, and comments on peer’s responses. Learners will be able give advice with support.
Precal: Learners will begin to understand the limitations of graphs and functions as models, determine likely implications from them, and begin using them to prove, predict, or show evidence collected around a specified topic of focus. Learners will learn how trigonometric proofs are crafted, and what identities are the tools used for most of them.
Stats: Learners enrolled in Statistics will learn the difference between an observational study and an experiment, and begin to determine when each is appropriate. They will then conduct one or the other toward proof of a claim, and use effective methods of displaying data in their presentation.
Tech: Learners will demonstrate knowledge of the layout functions of Adobe InDesign by designing a professional newspaper and incorporating several types of media content required by the project needs. Learners will demonstrate the ability to utilize the tools in Adobe Illustrator by creating an infographic showing the steps of a cycle from chemistry and environmental systems concepts.
USH: Learners will be able to specify, classify, and analyze the development of American culture and citizenship plus the role of the government in this development by evaluating and engaging in well researched interactive Supreme Court Mock Trials.
What are the major deliverables?
Learners will work in teams to publish a newspaper containing the following eight sections: Front/ Main, Government, Sports + Entertainment, Opinion/Editorial, International + Travel, Arts + Culture, Science + Technology, and Business. This newspaper will be printed utilizing a professional print shop.
First Draft Articles - September 5
Newspaper Articles - September 10
Proof Files Sent to Printer - September 14
Open House (Presentation of Artwork and Drafts) - September 17
Final Print Files sent to Printer - September 21
Mock Trials - September 24 & 25
Final Newspaper Distributed to Academy Learners - September 27
What are the phases of the project? What are the deadlines?
Phase I: IDENTIFY - August 13 - August 21
Entry Event – 8/13/18 – 8/14/18
Science Safety Contract – 8/15/18
Annotated Bibliography First Draft / Peer Review – 8/20/18
Phase II: ARTICLE DEVELOPMENT - August 22 - August 31
Ethos Claims Annotated Bib due – 8/23/18
Homage to the Artist – 8/28/18
Newspaper Template Check – 8/30/18
Culture, Citizenship, Government #1 – 8/30/18
Argument Description Practice (TEAM) – 8/30/18 - 8/31/18
Phase III: DESIGN & PRINT - September 4 - September 14
Visual Message Art Criticism – 9/4/18
Article Rough Drafts Due – 9/5/18
Newspaper Draft Due – 9/10/18
Final Articles Due – 9/10/18
Culture, Citizenship, Government #2 – 9/11/18
LOTE Pre-Assessments - 9/11/18 and 9/13/18
Rough Draft Argumentative Description Due – 9/13/18
Newspaper Proof Due – 9/14/18
USH Newspaper Article Due – 9/14/18
Identity Artwork Due – 9/14/18
Phase IV: PRESENT & DEFEND - September 17 - September 28
Open House - 9/17/18
Final Argumentative Description Drafts Due – 9/18/18
Socratic Seminars – 9/19/18 - 9/20/18
Making Reflective Connections (ELAR) – 9/21/18
Graphic Design of a Biogeocycle Due – 9/25/18
Mock Trials – 9/24/18 – 9/25/18
Final Presentation of Newspapers – 9/27/18
How can you help?
Guest Speaker Needs: Stop the Presses seeks professionals in the media and publication industries who will share their expertise with our learners through Titan Talks, midpoint feedback, and presentation feedback. Any connections that friends or family may be able to provide are appreciated.
Learners will also be engaging in a brief mock trial experience at the conclusion of this project. Any legal professionals able to provide mentorship, preparation, or evaluation around trial procedures during this process would also be helpful.
Please contact russell.young@pisd.edu if you can help.
Questions for the dinner table:
Phase I - August 13 - August 21
What are major U.S. social movements that you identify with?
How did you establish roles, norms, and tasks within your team?
What do you know about Adobe Illustrator and how can you produce quality vector graphics?
What does it mean to be safe in a laboratory or field study setting?
How do we measure matter?
What are physical and chemical properties of matter? How do you determine when changes observed are a physical or chemical change?
How do you design an experiment so that you can test a hypothesis?
What are current social concerns in Francophone/Hispanic countries?
Phase II - August 22 - August 31
How have contemporary and historical artists communicated messages in their artworks?
How do you describe, analyze, interpret, and judge an artwork?
How do Kairos and exigence lead to a rhetor putting their argument out into the world?
Why is the context that surrounds an argument important?
What are the parts of rhetorical argumentation that make up the Rhetorical Triangle?
What topic have you been researching while working on your annotated bibliography?
How are you adding value to your team and consistently performing your role, following your team norms, and completing the required tasks in a timely manner?
What do you know about InDesign and how are you working to create a well designed visual that effectively conveys your message?
What are specific Supreme Court cases or decisions that influenced your life? How so?
What are natural resources?
What are the parts of the atom and how do they interact with each other and with other atoms?
How can you recognize and collect “good data” (that which was collected with consideration for biases and confounding factors)?
What displays will you use for your evidence? (Statistics)
What new ways are you looking at angles and motion? (Precalculus)
How do current social concerns in Francophone/Hispanic countries affect their respective cultures?
How has the evolution of technology affected the development of the field of engineering?
Phase III - September 3 - September 14
How are you communicating a visual message in your artwork?
What defines our national identity as Americans?
What is the primary claim of the argument that you are describing in your essay?
How did the Interview and Peer Review of your draft lead to revision?
How can you successfully create materials for your final presentation?
How is matter present in the world around you? How does it change or stay the same?
How was the periodic table organized around our understanding of matter?
What are ways that current social concerns in Francophone/Hispanic countries can be solved, if possible?
Phase IV - September 17 - September 26
Was the publication process what you expected?
Sincerely,
The 3rd Year Facilitator Team
4th Year Parent Project Letter
Dear Senior Parent,
You may link to this parent project letter directly HERE.
Welcome to the first semester of your learner’s senior year! We are very excited to continue the learning process via the first project “Mirror, Mirror” and an introduction to the Capstone process. In an effort to keep you informed about progress we want to share important information regarding Capstone and Mirror, Mirror. We have included the anchor document for this project in this letter for additional information.
Mirror, Mirror Anchor Document
Mirror, Mirror
What will I make of myself?
Learners will function as their own personal consultant by gaining a better understanding of themselves and using this perspective to move toward reaching their personally identified learning goals. As a consultant, learners will be required to craft a Critical Reflection and Portfolio Review that demonstrates an understanding of their strengths, weaknesses, limitations, learning process and an articulation of their learning goals.
A parallel focus of their personal consulting will include learners selecting an area of expertise for the Capstone Project. Learners will develop a specific Statement of Innovation, detailing how their proposed Capstone project will in some way innovate or contribute to a new body of knowledge on their desired topic.
The project will culminate with learners presenting their Statements of Innovation to a panel of Capstone experts. The panel will engage in a collaborative conversation with learners regarding the feasibility of the proposed idea.
Important Due Dates:
Critical Reflection due Aug 27th
Statement of Innovation Aug 31st
Pitch to Facilitators Sept 7th
Pitch to the Panel Sept 11th
Capstone:
In the first semester of Capstone learners will also prepare SMART goals, a functional timeline and a project scope document. The primary objective in this semester is to develop a project proposal that will include authentic research components. Toward the end of the first semester, learners will present their Capstone projects to their peers, facilitators and panelists via a Ted Talk style presentation. SMART goals guide the learner to consider the practicality of their Capstone project.
During the second semester, key phases of the Capstone project include the Implementation phase, Result Compilation & Analysis phase, Documentation, Research & Peer-Review phases. Learners will devote time to building, experimentation, or crafting their Capstone project. They will also continue their research documentation and gather qualitative and/or quantitative data. As part of the process, learners will also participate in providing peer review and critical feedback to other classmates’ written work. The Capstone process will culminate in al student-delivered presentation to a panel.
Capstone Important Start Dates:
Research Questions, Smart Goals (August 20- 24)
Timeline, Scope Document, Statement of Innovation (Aug 27- Sept 6)
Pitch to the facilitators about Capstone Idea (Sept 7)
Pitch to panel about Capstone Idea (Sept 11)
How can you help?
During the week of Sept 11, learners will pitch their Capstone idea to a panel of experts. We would like to invite experts in the areas of :
Science, Technology & Engineering
Medical & Psychology
Arts & Humanities
Business
Education
The goal of the panel is two-fold, 1.) to have the learner clearly identify a project that he/she wishes to undertake for the remainder of the school year and 2.) to have the panelist provide realistic feedback to the learner with regards to the viability of the Capstone project.
Often, in our senior’s excitement to dive deeply into an area of research, they will make assumptions about available financial resources to support their innovation. Please have a conversation with your child about possible associated expenses as the school has limited resources available to support ambitious projects. If there is a financial hardship, please communicate with your child’s counselor.
Questions for the dinner table:
-What do you feel are your academic strengths?
-Which previous project deliverables highlight your strengths? How were your strengths demonstrated in these identified projects?
-How can you best use your strengths to develop areas in which you have weaknesses?
-Have you set realistic timelines for each of your learning goals?
-What motivates you to achieve your goals?
-What systems of accountability do you have in place to ensure that you successfully reach your goals?
Sincerely,
The 4th Year Facilitator Team