Queens School of Inquiry New School Application 2005

I Applicant Information PROPOSED SCHOOL NAME: The Queens School of Inquiry: An Early College Secondary School TENTATIVE LOCATION OF SCHOOL: New school constructed at the intersection of Woodhaven Boulevard and Metropolitan Avenue in Queens, due to open in 2008 Until then, school will be housed in a temporary location in Queens NAME/ADDRESS OF SCHOOL LEADER: Elizabeth Ophals 86-15 Etan Street Jamaica Estates, NY 11432 718-657-5271 Eophals@nycboe.net NAME/ADDRESS OF INTERMEDIARY Early College Initiative The City University of New York 101 West 31st Street New York, NY 10001 Phone: (646) 344-7267 Fax: (646) 344-7269 Cass.Conrad@mail.cuny.edu NAME/ADDRESS OF COLLEGE PARTNER: Queens College 65-30 Kissena Boulevard Flushing, NY GRADES SERVED IN FIRST YEAR: 6th grade GRADES SERVED AT FULL SCALE: 6-12 PLANNING TEAM: Cass Conrad, CUNY Early College Initiative Monica Casoo, Queens College Marten denBoer: Queens College Sue Henderson: Queens College Arthur Goodman: Queens College Jim Moore, Queens College Tom Strekos, Queens College Steve Schwarz: Queens College Jennifer Eddy: Queens College QSI New School Application Lee Ann Truesdell: Queens College Penny Hammrich: Queens College Robert Klein, LIS, Region Linda Blanche, Teacher, DOE Kim Hirsch, Teacher, DOE Ilana Block, Brooklyn College Page of 28 Introducing The Queens School of Inquiry “Not encouraging students to question knowledge, society and experience tacitly endorses and supports the status quo.” The words of Ira Shor, CUNY historian, echo the mission of the Queens School of Inquiry —a partnership of Queens College, Region 4, and City University of New York’s Early College Secondary School Initiative (CUNY) We question the status quo and aim to make higher education more accessible, attainable, and affordable for all students from Queens We recognize that the most notable feature of our school is the inclusion of a significant number of college credit courses in the regular curriculum sequence However, this is not the only factor that makes Queens School of Inquiry special We plan to create a school with an atmosphere of high expectations where students and teachers are held accountable in a safe, caring and supported environment, parents are empowered to participate, college faculty are active members of the school, and local community members lend a voice in the mission of the school The ultimate goal is a school that reexamines and reshapes traditional views of middle school, high school and college education through highly interactive, selfmanaged, and inquiry-based learning Our instructional focus is on helping our students— and our staff—learn to question, practice, reflect and refine Recognizing that an early college secondary school is an ambitious undertaking, our common planning work involving many hours of thinking, talking and arguing has confirmed our conviction that is a very worthwhile project and one that we are prepared to bring to fruition Our conversations have included college faculty, college administrators, school leaders, new school developers, teachers, parents, students and other educators grappling with the questions of how best to enable ‘at-risk’ students to succeed in higher education We often spoke about “doing” history or “doing” science, reflecting our belief in meaningful student engagement Specific planning events had a significant impact on our thinking about the new school and are worthy of mention here Throughout this planning work, we have received extensive advice, support, and encouragement from experts who have worked with high school students in the college environment Many of us traveled to visit University Park Campus School at Clark University in Worcester, Massachusetts While there, we met with college faculty, high school teachers, and high school students to learn first-hand of the challenges and opportunities resulting from a deep university-school partnership Additionally, we sought input from UPCS parents Their voice has added a valued component to our on-going planning process In early December, we had an opportunity to develop our own ideas at a two-day planning retreat On that occasion, we identified the academic and personal characteristics that we believed to be essential for outstanding college achievement and worked backwards from those characteristics as we planned courses for each of the grades our school will house We benefited from grappling with theses issues in conjunction with those engaged in similar planning at York College and City College Our early college effort is being built upon a remarkable record of collaboration between the University and the public schools, a partnership that enjoys the full support of the leadership of the University Through the deep connections and collaboration forged between Queens College and the Queens School of Inquiry, we will create a school that: (1) supports students’ acquisition of broad and deep content area knowledge as defined by the New York State Learning Standards, (2) enables them to earn up to two years of fully transferable college credit, (3) challenges them to become metacognitive and committed learners and (4) nurtures their emotional and intellectual development into strong, successful, and self-confident adults who contribute to their families and communities We hope you will be as excited about this new school as we are! QSI New School Application Page of 28 An Early College Secondary School: The Queens School of Inquiry Dear Parents and Guardians, Imagine your child attending a small, safe, and caring school where your child: • is well known, intellectually challenged, and celebrated by every adult in the building! • will learn by asking questions, solving real problems and actively and happily doing the work of learning with dedicated and highly skilled teachers, parents and our community! • will receive a high school diploma and up to 60 college credits – tuition free - from Queens College by the end of high school! GREAT NEWS! The New York City Department of Education, in partnership with the City University of New York, Queens College and the Bill and Melinda Gates Foundation, is proud to announce the opening of a new school in our community: The Queens School of Inquiry, an Early College Secondary School Beginning with a 6th grade class in September of 2005, The Queens School of Inquiry will offer the opportunity for its students to graduate with up to 60 college credits and a high school Regents diploma The Queens School of Inquiry offers a well planned, rigorous, engaging and creative course of study Individual attention will be paid to your child daily, building on his or her strengths and addressing his or her needs We will help your child believe in…and be prepared for… college in the future! Our school program is comprehensive and satisfies all New York City and State Regents requirements Special attention will be given to inquiry – learning how to learn We believe in preparing all children– one child at a time - to become active, college-educated citizens Our students will be the new leaders of the 21st Century; they will make genuine contributions to their communities We will work with you and your child starting in the 6th grade and continuing through until the 12th grade We offer: • • • • • small class size highly trained, dedicated, and caring teachers hands-on learning with real world application after-school and summer intensive programs strong partnership with parents We are fortunate to be located in Queens, the most culturally diverse community in the nation Our student population will also reflect that diversity Our school is open to students of ALL ability levels: struggling students, students with special needs, students just learning English, and students who perform at or above grade level In other words, ALL students will be given every opportunity to enjoy the full advantages of our school One of the most exciting aspects of starting a new school is the opportunity to build that school together Please join us for an informational meeting at - on -DATE- Everyone is invited We will discuss the school plan and the application process for our first 6th grade If you are unable to join us, please call for further information We welcome you to join us in building a satisfying, successful, and productive future for our children! Elizabeth Ophals, Principal QSI New School Application Page of 28 Teaching Positions: The Queens School Of Inquiry The Queens School of Inquiry (QSI) is an innovative, new neighborhood public school, open to students in Region 4’s Districts 24 and 30 in Queens County, New York City It will open in September 2005 with a 6th grade class of 81 students, and will add one grade each year until it is a complete 6th-12th grade school QSI is a collaboration between the NYC Department of Education, Queens College, the CUNY Early College Initiative, and the Bill and Melinda Gates Foundation The goal of the school is to establish and implement a clear and demanding academic program for students, including after-school and summer programs that will enable students to earn up to 60 Queens College credits—tuition-free— and a Regents diploma by 12th grade Students of all abilities, including struggling learners, students with special needs, and English Language Learners will be welcomed at the school Core Information about QSI Family Partnerships: The school believes that school-family-child collaboration is essential for student success QSI staff will communicate regularly with families about school matters including academic expectations as well as social and emotional development, and will seek to build family support Each student will have a ‘Student Action Plan’, created jointly by staff, parents, and students, and updated regularly that will focus teacher instruction and evaluate progress We expect to educate all of our students one child at a time Collaboration: QSI will be a ‘Professional Development School’, a ‘Learning and Teaching Demonstration Site’ and a visitation site for professionals and community members Working with the faculty and pre-service teachers from Queens College, and other QSI faculty, teachers will welcome the opportunity to reflect on and refine their teaching Team teaching is the norm and the primary strategy for academic intervention We expect that this classroom practice will promote collaboration among the students as well Professional Development: Teachers from QSI will have many opportunities for professional development and will have a guiding voice in creating them Common planning time is built into the daily schedule and will be supported by Critical Friends Groups Immediate expectations, with paid compensation, include bi-monthly evening planning meetings and one Saturday retreat in the Spring 2005, two weeks in the Summer 2005 (prior to opening), and occasional Saturdays and after-school sessions during the school year Topics will include building a school culture; adapting instruction and developing interventions for multiple learning styles including students with IEPs; ELLs and struggling learners; using instructional technology effectively; team teaching, and understanding and implementing the ‘Principles of Learning’ from the University of Pittsburgh The School Day: QSI will offer students before-school tutorials, a daily Advisory beginning at 8:30, a daily Inquiry Learning period, and an after-school session four times a week from 3:00 – 4:00 This time is to build student skills and assist them with homework in additional to providing arts and athletic activities Class sizes are small The schedule has extended blocks for humanities and math/science subjects Teachers will be compensated for any and all additional time Teacher Duties and Responsibilities • Have expert knowledge of their subject area • Work in an inclusionary, non-tracked environment • Teach outside of traditional subject and grade level confines • Demonstrate a commitment to differentiating instruction and a willingness to adapt teaching to recognize alternative learning styles • Use cooperative group work and constructivist learning as primary instructional approaches QSI New School Application Page of 28 • • • • • • • Assess student effort and learning through authentic assessment and portfolios as well as standardized tests Collaborate in interdisciplinary planning and team teaching Serve as a student advisor to a multi-grade, small student advisory group during their tenure at the school and attend professional meetings to support this work Work closely with families to support the academic, social and emotional growth of students Participate in regular professional development, reflective practice, peer coaching, and professional associations Collaborate with faculty from Queens College on curriculum development and instructional practice, and with Queens College pre-service teachers during their internships Use technology inside and outside of the classroom Selection Criteria • Evidence of capacity and willingness to carry out the above duties and responsibilities • Knowledge of and willingness to teach in another subject area • Background in working with students with special needs or English Language Learners will be considered assets In addition to an interview, teacher candidates will be asked to participate in a curriculum development simulation and may be asked to be observed teaching at their place of work (or another venue) or to a demonstration lesson Eligibility Requirements Licensed certified teachers of Common Branches, Math, Science, ELA and Music with satisfactory ratings, and newly certified teachers are encouraged to apply Sample Schedule for Teachers: Classes (Q), (S) and (I) Teachers: Hum I Hum II Math/Sci I Math/Sci II Music/PE Schedule: Mon - Fri Mon - Fri Mon - Fri Mon - Fri Mon - Fri Advisory 8:30-9:00 Prep 9:00-9:45 9:45-10:30 Hum (I) Lunch Team Teach Hum (Q) Prep Lunch Learning Lab (S) Music/PE (I) Common Planning Time 11:15-12:00 12:00-12:45 12:45 - 1:30 Music/PE (Q) Math/Sci (S) Hum (Q) 10:30-11:15 Prep Lunch Hum (S) 1:30-2:15 2:15-3:00 3:00-4:00 QSI New School Application Learning Lab (I) Prep Team Teach Hum (I) Math/Sci (Q) Prep Lunch Math/Sci (I) Music/PE (S) Lunch Learning Lab (Q) Inquiry Extended Day Page of 28 School Rules: The Queens School Of Inquiry Dear Students, Congratulations! You are part of the first group of students to attend the Queens School of Inquiry (QSI) We are a school where people care about each other, where we all love to learn – including the adults – and where we expect the best from one another At our school, we’re curious about everything, and we act on that curiosity by asking questions, searching for answers, both individually and on teams With our partner, Queens College of the City University of New York, we will offer you many exciting and enjoyable learning opportunities, both inside and outside of school By the time you graduate from high school years from now, you will have already earned up to one or two years of college credit and will be well prepared to succeed in the college of your choice We expect that you will also be a partner in our school and will take an active part in making our school one of the very best We expect that you will take part in helping us run the school and in making important decisions that will affect us all More importantly, we expect you to be responsible for your own learning – with plenty of support from us – and to help other students in their studies and in their growth as human beings In order to help you so we have created a few simple School Rules: • Respect others as you would want to be respected • Do the right thing • Come to school every day—on time and prepared to work • Maintain a healthy and caring school environment • Distract NO ONE from learning • Resolve differences of opinion with Peer Mediation and Conflict Resolution • Dress appropriately for school • Bring nothing to school that could be considered a weapon • Follow the directions of all school staff Because we are part of the great city of New York and so that you become informed citizens, we will also study and use the Discipline Code of the New York City Department of Education Our expectations for you are the highest We know you can meet them We’ll help QSI New School Application Page of 28 The Queens School Of Inquiry Supporting our students… We have the special goal of preparing you to attend college and earn up to 60 Queens College credits and, at the same time, graduating from high school with a Regents diploma You will learn how to be a confident, independent thinker, participating citizen and caring adult This means you will have to work hard and work smart while you are with us This is how we plan to help you: Small Class Size… Our classes have fewer students than most schools Often there will be a second teacher in the room to help you, either by yourself or in a small group Highly Educated and Caring Teachers… Our teachers have studied hard and continue to study to find the best ways to teach each and every one of you They know how to provide extra instruction if you are learning English; they use special techniques for those of you who have trouble learning; yet, they challenge students who are sometimes bored in class QSI teachers in all subjects connect the learning to real life so it makes sense to you They know your Student Action Plan well They keep in touch with your families More than anything else, they want you to succeed…and believe you can! Advisory… Every morning, you and a small group of students will meet with a teacher to talk about things that concern you – schoolwork problems, learning how to get along with other people, how to set and meet goals for yourself In fact, these ‘Advisories’ will read good books and solve math puzzles as a group We hope that your Advisory will stay together for the years you are with us so you can get to know and encourage one another Inquiry Learning… Built into your schedule is a daily ‘Inquiry Period’, reflecting a core value of our school: people learn by asking questions of interest, investigating the answers, and sharing the results with their community During this Inquiry Period, small groups of students with a teacher will work on a meaningful project that you students choose Meanwhile you’ll use literacy, math, and technology - all the things you learn in school - in a real world experience This is your chance to practice what you know We expect that what you will matter…to yourself and to the world around you Technology… Every day you’ll have time to use our Rolling Lap Top Lab to help you with what you’re learning and how you learn it Computer programs can help you read, write, math, learn another language, sharpen your skills, research, learn more about technology itself, compose your own music, keep track of your progress, illustrate your own work Extended Day and Summer Academy… Preparing yourself for college while you are still in middle and high school is in itself a very challenging task You’ll need plenty of extra time At QSI, we’ll offer tutoring before school as well as some arts, athletics, and tutoring after school Plan on attending our summer academy; you’ll need the time to catch up, keep up and move ahead REMEMBER – All of us are here to help you succeed! It is a mark of intelligence and courage to ask for help when you need it! QSI New School Application Page of 28 Exit Criteria: Queens School Of Inquiry We hold very high standards at QSI We expect the best and the most As a member of the first class to graduate from the Queens School of Inquiry, we believe that you will: • Score at level or in New York City 8th grade tests in ELA, Math and Science • Complete Exit Projects in social studies and science by the end of 8th grade • Pass the Algebra Regents-your first high school exam - by summer of 2007 • Maintain a portfolio of your best work from year to year, including copies of your Student Action Plan You will be able to describe what you know and what you don’t know and to help us make plans to help you improve • Investigate and present a yearly Inquiry Project, on a topic of interest that you and your teacher decide together • Complete all the courses required for high school graduation with either a Regents Diploma, or the Regents with Distinction Diploma You will be able to take and pass the following Regents: English, American History, Global Studies, Algebra, Geometry, Trigonometry, Spanish, Living Environment and Chemistry • Develop and present to the community a major High School Inquiry Project, demonstrating that you know how to select an important topic, to extensive research, to use technology, and to apply all of the learning that you have gained at QSI • Demonstrate active citizenship by offering community service during both middle school and high school Examples might include tutoring at a local day care or elementary school, working as an intern in a local government office – or serving on our own School Leadership Team, or an Inquiry Project related to an issue of concern to our community • Create a Personal Fitness Plan, with evidence of participation in team sports or another physical activity of your choice • Earn up to 60 college credits from Queens College and be ready - in mind, heart and spirit - to continue pursuing a college education to a Bachelor’s degree or further With the support of our school and your family – plus your determination and hard work – we believe that you can accomplish all of these goals We know you can it! QSI New School Application Page of 28 Assessments: The Queens School Of Inquiry How will we know you are learning? Like other students in New York City and New York State and as a student at QSI, you too are expected to take the annual Math and English Language Arts tests; we expect you to achieve either a Level or At the end of 8th grade, you will take additional New York State exams in both social studies and science, and you will complete Exit Projects in both these subjects Since QSI is a school dedicated to helping you attend college while in high school, you will have to take some of these tests as soon as you are ready By the end of 8th grade, you will be taking your first high school Regents exam in Math Between now and then, we’ll help you work hard and give you extra time for learning so you’ll be well prepared to pass all these exams Because we know at QSI that you’re an individual with your own learning style and have your own strengths and weaknesses, we’ve added some other ways of understanding how you are progressing academically, and how we can help you achieve at the very highest level we know you can achieve Student Action Plan Together with your parents and teachers, you’ll review your own work, test scores and records from previous years to create a Student Action Plan This will help us all set goals and offer you ideas on how each of us can help you meet these goals As we create this plan, we’ll include an Interest Inventory so we can help you make connections between what you like to and what you learn in school We’ll review your Action Plan several times a year so we’ll know what steps to take next Portfolios You’ll keep two different kinds of portfolios of your work The first portfolio will contain all your works ‘in progress’ The other portfolio will include samples of your best work This ‘Finished Portfolio’ will give us examples of how you’ve mastered certain skills with such items as your memoir or written reports of science experiments Then, we’ll use computers to create a digital portfolio Inquiry Projects Because we believe that people learn best by practicing what they’ve learned, especially in an area that interests them, every day you’ll have time for working on an Inquiry Project Along with other students with similar interests, you’ll work with teachers to identify and solve a real world issue and then give a live presentation for an audience Together we’ll study what makes a great project and presentation; we’ll use online research and real world experts for information; we’ll learn how to critique each other’s presentations so we can all improve An example of other students’ Inquiry Projects is “A Neighborhood Store Survey” which they then presented to their local Community Board Other students started a real business, selling baskets made of rolled newspaper, with a legitimate business plan and budget, and made a profit! Others wrote and videotaped an original musical titled “Why Aren’t You Hearing Me?”, a story about teenage life in NYC in the 21St century You too will have a chance to select your own topics to research and present to the public QSI New School Application Page of 28 Sample Student Schedule: The Queens School of Inquiry Monday 8:30-9:00 9:00-9:45 9:4510:30 10:3011:15 11:1512:00 12:0012:45 12:451:30 1:30-2:15 2:15-3:00 Extended Day 3:00-4:00 Advisory Tuesday Advisory Reading Wednesday Advisory Thursday Advisory Math Friday Advisory Humanities ELA World Cultures Humanities ELA World Cultures Humanities ELA World Cultures Humanities ELA World Cultures Humanities ELA World Cultures Music Physical Education Music Physical Education Music L U N C H Learning Lab* Learning Lab Learning Lab Learning Lab Learning Lab Math Science Math Science Math Inquiry** Inquiry Academics Athletics Arts Inquiry Academics Athletics Arts Inquiry Academics Athletics Arts Inquiry Academics Athletics Arts *Daily Learning Lab is designed to use technology to help with work in subject areas, in ‘Inquiry Projects’ and on building up strengths in reading, writing and math ** Since we learn by asking and answering important questions about topics that interest us, the Inquiry period each day gives us time for that Inquiry Projects can be independent or done in small groups and teachers are there to help and encourage Extended Day: Teachers will help you strengthen your skills to prepare you for earning college credits later on We’ll meet days a week after school Don’t worry: there will be time for arts and athletics, too! QSI New School Application Page 10 of 28 Unit and Lesson Plan: The Queens School of Inquiry 6th Grade Science Unit — “Measuring Our World” (4 weeks) Motivation for the Unit: The “Measuring Our World” unit comes at the beginning of the sixth grade (our school entry grade), and introduces students to the intellectual excitement of inquiry, and to the remarkable connections between disciplines, while simultaneously developing their skills in measurement, data presentation, and data analysis The unit focuses on measurements of length, time, and volume, and will be closely linked to activities in the math curriculum The key lesson in this unit — a two week activity entitled “Just Passing Through” — provides a vivid introduction to the scientific method The lesson addresses the interaction between land and water, and will connect with the strong emphasis on geography in our social studies curriculum Reading, writing, and discussion suffuse every aspect of the unit, as illustrated in the lesson plan below In the first two weeks of this unit, the teacher and class discuss, among others, the following questions: What all of the objects around us have in common; what can we measure? What would you like to be able to measure, if you could, and how would you it? For each particular type of measurement, what are the limitations? Motivation for the Lesson: We highlight a science lesson here because it illustrates the Inquiry, and Point of Entry, approaches that will permeate all subject areas The lesson also shows how we will endeavor to link all of the subject areas together, and how we will reduce the common math/science anxiety in our youngest students “Just Passing Through” is a basic science learning activity in the Project Globe program that we adapt here to our instructional goals The activity is an excellent introduction to the scientific method, and incorporates metric system measurements of mass, volume, and time Project Globe is an international program involving thousands of schools at all levels, and allowing interaction between schools and scientists across national borders The Project Globe website (www.qlobe.qov) allows students to explore many earth science issues in depth in many different languages Queens College serves as the central site for this program in southern New York, and Professor (and former provost) Allan Ludman serves as coordinator We anticipate that Project Globe will be an integral part of the middle school science curriculum The Globe activities are well aligned with the science standards (S 1-6) as tabulated at http://www.qlobe.qov/fsl/html/templ cqi?ny standards&lanq=en&nav= Procedure: For the “Just Passing Through” activity students bring soil samples from their home or neighborhood and the teacher provides additional samples (e.g sand or kitty litter) The bottom of a liter plastic soda bottle is removed and the inverted top is covered with a fine mesh material to allow water but not soil to pass through Student groups add a fixed amount of soil to the bottle, discuss the soil characteristics and predict the amount of water that will pass through, as well as how long it will take Each group pours a fixed amount of water on top of the soil in the bottle and then records the time for water to begin to drip out, the water volume after two minutes, and the final amount of water which passes through the soil Students also record the clarity of the water and compare this, as well as the volume, to the original clarity and volume They also note any changes in the appearance and texture of the soil After the individual groups report to the class, and discuss questions such as “Where did the water which did not pass through go?”, the experiment is repeated with the moistened soil samples These results are recorded and discussed as well The observations and results are recorded, along with any conclusions QSI New School Application Page 14 of 28 The detailed implementation of this lesson is designed to be consistent with both the “Understanding by Design” and the “Point of Entry” models of instruction The Understanding by Design (McTighe & Wiggins, 1999) curriculum and assessment model embodies a constructivist, inquiry-based course of study The design echoes the way learning should happen; not in a linear, step-by-step process, but in a continuous spiral, returning to concepts and ideas for rethinking after reflection, experience, and feedback from others The Backward Design model examines these important understandings, questions, and tasks, always engaging the student to revisit and revise while developing a self-directed learner in its wake The Six Facets of Understanding (McTighe & Wiggins, 1999) are explanation, interpretation, application, perspective, empathy, and selfknowledge These are applied to our goals of what we want our students to know and be able to as a result of their course of study at the Queens School of Inquiry The following Stages below outline the unit plan in Science: Identify Desired Results • Enduring Understanding: There are no bad hypotheses; they are either proven or not • Essential Questions: Why is soil important? What you notice about soil? How does water behave in different soil? • Knowledge and Skills: Identifying different soils, rates and measurements, flow and absorption of water Determine Acceptable Evidence • Performance Task-Class plan to grow flowers/vegetables in school garden What we know about soil? (GRASPS) • Quizzes, prompts • Unprompted evidence • Self-Assessment and Reflection • Portfolio Items: Science Experiment Report, letter to friend or community Plan Learning Experiences and Instruction • Sequence of Learning Experience and Instruction • WHERE: How will you help students know where they headed and why; How will you hook students through engaging and thought-provoking experiences?; What events, real or simulated, can students experience to make ideas and issues real?; how will you cause students to rethink and reflect to dig deeper into core ideas?; how will students exhibit their understanding and engage in self evaluation about their final performances and products? Design Standards Summary: This unit moves beyond facts to explore key ideas through experience The lesson and activities allow students to prepare for their performance tasks and demonstrate understanding It has a powerful hook to stimulate interest early on; its unfolding maintains heightened interest This unit also requires students to rethink key ideas as further learning and inquiry occur It has opportunities to revise work or performance to reveal deeper understanding, asking students to consider the quality of their work, the value of the unit, and the next steps or needed skill development The unit allows students to make an improvement plan as they reflect on the meaning of their work and possible implications for future inquiry QSI New School Application Page 15 of 28 Point of Entry Model Subject Area: Science Unit: Measuring Our World Level of Instruction: 6th LESSON COMPONENT STUDENT ENGAGEMENT ACTIVITY Interactive Mini Lesson Discuss with class soil and the behavior of puddles Students examine experimental set-up, formulate hypotheses, and discuss team strategy Partner and Small Group Work Produce a narrative procedure (ELA standard); Students and teacher assign tasks; Student groups experiment with individual samples, record observations and tabulate data Independent work Prepare reports describing changes in water or soil and new hypotheses or questions; Observations and questions are posted Whole Class Sharing Tabulate and discuss results for different soil types; Decide how to show data; Discuss what results mean Summary Applications and After Class Activities Provide a friend or neighbor advice, e.g write a letter to someone having trouble growing flowers or vegetables TEACHER ROLE/ STRATEGIES Connect discussion to scientific method; Guide students to find evidence about soil-water interactions Review key vocabulary (a tie to literacy) Demonstrates procedures, possible points of error, and safety issues, e.g don’t taste anything Teacher describes how to keep a scientific journal Provides additional resources, makes connection to scientific method, discusses and evaluates more accurate procedures or measurements Provides effective display of results; guides, but does not give away Connect to plant growth, erosion, desert formation Provides an effective summary; Make connections to broader issues in technology and life sciences, e.g world hunger and crops ON-GOING ASSESSMENTS: Assessment/Strategies Teacher works with math teacher to pre-assess students’ measurement skills, and takes note of student misconceptions and difficulties Teacher monitors cooperation between students during experiment; Teacher assigns science journal entry: What have you learned so far? Teacher examines the graphs produced by groups Students and teacher assess what they have learned, emphasizing that all the data and hypotheses are “good.” Teacher gives feedback individually in science journals and on student reports (portfolio assessment) Teacher assesses if students understand scientific method better and have improved their measurement skills All QSI teachers conference on how to link to next unit and other subjects * All of these components will include reading, writing, and discussion, as well as applications in math and social studies IEP/ELL Supports: Pre-lesson vocabulary, teach mental modeling with “think-aloud” during demonstrations, graphic organizer as templates for hypothesis(es) and narrative report(s), calculators QSI New School Application Page 16 of 28 Professional Development Plan: The Queens School Of Inquiry Professional development will be at the center of creating the new Queens School of Inquiry (QSI) The goal for this new early college secondary school is to develop ‘a school culture of inquiry through collaborative learning that provides for equity and access’ A shared responsibility for student learning will be built between and among the entire professional staff, Queens College, and local community agencies and institutions The school will both create and sustain a professional learning community by implementing ‘Critical Friends Groups’, using the ‘Point of Entry Model’ and ‘Shared Reading Process’ for conducting professional development, and creating a rigorous and rich curriculum The focus for professional development prior to the school’s opening will be in four areas: (1) School as a Learning Community, (2) Academic Rigor in a Thinking Curriculum, (3) Assessment, and (4) Differentiated Pedagogy Outcomes will correspond to each area and will include an ‘Advisory Handbook’, a full-year ‘Curriculum Map’, ‘Assessment Benchmarks’ ‘Portfolio Rubrics’, and ‘Integrated and Differentiated Curriculum Units’ Months March & April times per month in the evenings April, May & June times per month, weekday evenings, and Saturday Retreat Topics School as a Learning Community: Process Critical Friends Groups • Organizing for effort Point of Entry Model • Advisory • Clear expectations Shared Reading • Professional Learning Community • Access/ Equity Academic Rigor and Thinking Curriculum • Integrated Curriculum • Inquiry Based • Balanced literacy and numeracy • Disciplinary literacy CulturallyResponsive Pedagogy • Culture and learning • Community Partnership • Globe Science curriculum QSI New School Application Online Research School visits Region Support Critical Friends Groups Point of Entry Model Shared Reading On line Research Community Speaker or Panel School visits Region Support Selected Readings Turning Points; Neumann & Wehlage, Successful School; Soder, Goodlad & McMannon, Developing Democratic Character in the Young; Bocchino, Emotional Literacy; Resnick, Making America Smarter (IFL) Wiggins and McTighe, Understanding by Design Outcomes Advisory Guide and Student Handbook Keene and Zimmerman, Mosaic of Thought; Mapping the Big Picture; Atwell, In the Middle; Shrum & Glison, Language Across the Curriculum; Curtain & Dahlberg, Language and Children:: Making the Match; NYC Performance Standards; NYC DOE Comprehensive Approach to Balanced Literacy and Numeracy Delpit, Other People’s Children; Full Year Curriculum Map One week Bridge Curriculum Page 17 of 28 June & July times per month plus one week workshop on Assessment July & August times per month plus one week workshop on Student Action Planning Assessment • Portfolios • Looking at Student Work • Applied learning • Data based instruction • Project-based learning Preparing Individual Student Action Plans; Differentiating Pedagogy • For ELL • For students with disabilities • For struggling learners • For Gifted and Talented students Critical Friends Groups Point of Entry Model Shared Reading Online Research School Visits Region Support Critical Friends Groups Point of Entry Model Shared Reading On-line Research School visits Region Support Hiebert, et al., Making Sense; Murrell, The Community Teacher Globe Science Curriculum Materials Danielson & Abrutyn, Portfolio in the Classroom; Newmann, Secada & Wehlage, A Guide to Authentic Instruction and Assessment; Blyth, Allen & Powell, Looking Together at Student Work Cumulative Records Princeton Review Data Tomlinson, How to Differentiate Instruction; Villa & Thousand, Creating an Inclusive School; Gardner, Multiple Intelligences: Theory and Practice; Renzulli, Enrichment Clusters: A Practical Plan for Real World, Student Driven Learning Assessment Benchmarks; Criteria and Rubrics for Portfolios Individual Student Action Plans; Integrated Curriculum Units Differentiated for English Language Learners and Students with Disabilities and with Accelerated Learning Modules Sample Professional Development Session: August 2005 Topic: Agenda: Targeted Academic Interventions: IEP Modifications QSI Staff, Dr.LeeAnn Truesdell, Queens College Professor of Special Education Connections Reading: Creating an Inclusive School, Villa and Thousand Protocol: Final Word Dr Truesdell will model modifying an existing lesson from the QSI Curriculum Map created earlier, using a student IEP and an array of appropriate strategies, including intensive, consistent and explicit instruction; graphic organizers; visual aids; and experiential learning activities Together, staff with Dr Truesdell will modify a second lesson, using a content area different from the first sample Pairs of teachers will choose a third lesson and create a series of modifications based on a sampling of student IEPs Pairs will share out, followed by a discussion related to the initial reading selection and further modifications QSI New School Application Page 18 of 28 Accountability: The Queens School Of Inquiry Beginning with 6th grade, students at the Queens School of Inquiry will achieve and maintain: • Attendance rate – 90% • Retention in program – 80% • Course pass rate – 80% • Attendance in After-School and Summer Programs - 80% • At the end of the 6th grade, all students: o Will improve performance in scale scores in the CTB ELA and Math assessments by 15% o Will present either individual or small group, original Inquiry Projects to a panel made up of peers, QSI staff, parents, community representatives and Queens College representatives o Will have a Student Action Plan, created upon arrival to QSI and updated twice during each school year In addition, we hold ourselves accountable for maintaining a productive relationship among the partners – QSI, Queens College, parents and the NYC Department of Education as evidenced by: • Monthly meetings of the School Leadership Team, with 60 day, 120 day, and 180 day reviews of the Comprehensive Education Plan • Monthly meetings of the PTA • Yearly meeting of the School Advisory Board • Participation by Queens College staff in planning and implementing QSI site-based professional development • Participation by QSI staff in DOE and Region initiatives QSI New School Application Page 19 of 28 Sample Staffing Plan with Budget: The Queens School of Inquiry Staffing Plan The QSI budget provides for teachers working primarily with three classes of 27 students each and allowing for several support models: daily small group Advisory, team teaching during the Humanities block, and daily Inquiry groups of no more than 17 students An “F” Status teacher with Special Education certification team teaches three days a week A school aide assists with arrivals and day to day operations, and supervises QSI students at lunch, allowing the faculty to meet daily for common planning A Social Worker two days a week works directly with students and their families, accessing the external supports they may need Sample Staffing Plan with Proposed Budget Staff Principal Secretary "F" Status Special Education, P/T hour School Aide FTE Social Worker $125,000 33,000 27,000 24,500 26,000 Teachers Humanities Humanities with ELL or Special Ed Math/Science Math/Science with ELL or Special Ed Music/PE $55,000 55,000 55,000 55,000 55,000 Sub-Total $511,000 Per Diem Per Session $5,200 20,000 OTPS 95,000 TOTAL $631,200 Initial Grant Funding 2005-06 covers Professional Development Per Session, Consultants, Conferences, Supplies, Rolling Computer Lab QSI New School Application Page 20 of 28 Governance Plan: The Queens School Of Inquiry School Leadership Team The primary governing body of the QSI will be the School Leadership Team (SLT), which will set school policy, handle staffing issues, oversee the development and implementation of the curriculum, and coordinate the school development process The SLT will have subcommittees for the following: Hiring, Curriculum, Student Life (Advisory, Student Government), Faculty Development, Budget, and Facilities The membership of the SLT will consist of the following members: • • • • • • • QSI Principal UFT chair Early College Initiative representative DOE Region representative Queens College faculty member Queens College administrator QSI Teacher There will also be parents on the SLT, one of whom will be the PTA president When the first class of students enter Grade 9, the high school portion of the QSI, one student atlarge member representing the high school and one additional parent will join the Team A majority of the members of the SLT need to be present to constitute a quorum for a meeting to take place, and SLT decisions will be made by sufficient consensus The principal will serve as instructional leader, executor of SLT decisions, and active administrator with a focus on solving problems Teachers will play a full role in school governance Faculty ownership of professional development, for example, is both expected and provided for It will be site-based, driven by student data, and designed to improve pedagogical practice, especially in deepening teaching strategies for students with special needs, ELLs and struggling students In addition, all faculty will initiate and maintain welcoming, working relationships with both the students and their families We expect parents to be full partners in their children’s education Advisory Board There will also be an Advisory Board consisting of distinguished community members, representatives from community-based organizations, parents, and other interested parties, which will make recommendations to the Leadership Team and meet with the Team annually Creating a democratic, equitable, socially concerned and engaged community is one of the core values of the Queens School of Inquiry QSI New School Application Page 21 of 28 Attachment HIGH SCHOOL DIRECTORY PAGE 2005 School Information To Be Completed and Submitted with New School Final Application SECTION – General Information All schools must complete every row School’s name The Queens School of Inquiry If your school has X Intermediary Organization: CUNY Early any partnerships, College Initiative Corporate please check the type of partnership, X Higher Education Institution: Queens College Cultural/Arts Organization and enter the Community Based Organization partner’s name (do Not-for-Profit not use acronyms) Hospital Financial Institution Other Grades to be served K in 2005 – 2006 10 X (please check all 11 that apply) 12 Grades to be served when your school is at full enrollment If you are planning on adding grades, please indicate the grade levels your school will serve below: K - 12 X - 12 - 12 – 12 Other: What programs will you offer to serve the English Language Learners in your school? Please indicate the programs below: Please indicate the corresponding languages below: X ESL Bilingual Dual Language What services you provide to serve the special education students in your school? QSI New School Application Please check the applicable boxes below: Self-Contained SETSS X Team Teaching X Inclusionary X Other Please indicate: Part time “F” Status Teacher, pushin model days a week Extended day and Summer Academy Page 22 of 28 None SECTION – School Data Telephone 646 344-7253 (valid through 8/05) Fax 646 344 7269 (valid through 8/05) Email EOphals@nycboe.net (valid through 8/05) Website TBA Spring 2005 (if applicable) SECTION – Text Descriptions Please try to keep your text to 100 words or less In Their Own Words Our school, in partnership with Queens College, offers a small, – Please describe safe, and caring environment, with individual attention and your school in detail targeted support for students We welcome ALL students who and indicate how it want to go to college – struggling learners, English Language is unique Learners, those who want a challenge Our students can earn up to 60 Queens College credits while still in high school We believe in learning through inquiry – asking real world questions, thinking critically and searching for solutions, and presenting our findings to our community We believe our intensive academic program combined with our dedication to promoting social and emotional maturity, our focus on lifetime health and wellness, and our commitment to the community will result in confident, successful adults, prepared to continue their studies Special courses & Students grouped in small, interdisciplinary learning communities programs Accelerated and well-supported middle school and high school sequence of courses with early introduction of credit-bearing, college level courses Extended Day and Summer Academy Extracurricular AAA: Academics, Arts and Athletics activities – Include LEGO Robotics Team clubs, honor societies, service societies, etc • Small school Key school • Extended Day and Summer Academy characteristics • In upper grades, some travel to Queens College Campus for students need to coursework consider before choosing this school (bullet format) QSI New School Application Page 23 of 28 Biographies Dr Penny L Hammrich, Dean of the Division of Education and Professor of Science Education at Queens College, The City University of New York Telephone: 718-997-5220 E-mail: penny_hammrich@qc.edu Dr Hammrich has earned a national reputation for her work in gender equity education, science education, teacher education, and standards reform She is the designer of five programs that have been successfully funded by the National Science Foundation Sisters in Science, Daughters with Disabilities, Sisters in Sport Science, Information Sisters in Science COM, Sisters in Science in the Community, and Sisters and Science Dissemination and Outreach Dr Hammrich has published more than 100 articles and made over 200 presentations in the areas of gender equity, science curriculum, the nature of science, and science standards In addition, she has been recognized for her scholarly contributions to the field by the Association for the Education of Teachers of Science Dr Martin denBoer, Associate Provost, Queens College,The City University of New York Telephone: 718-997-5903 E-mail: mdenboer@qc.edu Marten denBoer is Associate Provost at Queens College and professor of physics at the CUNY Graduate Center He holds a BA in Physics and Mathematics from Calvin College and MA and PhD degrees from the University of Maryland He has many years of experience in the teaching of science at the undergraduate and graduate college level and in the use of instructional technology to enhance learning He has participated in the developed of curricular structures and new programs both college-wide and in individual disciplines Undergraduate and graduate students have always been heavily involved in his research on metal-insulator transitions and electronic and structural properties of transition metal oxides and secondary battery materials Ms Sue Henderson, Executive Assistant to the President of Queens College, The City University of New York Telephone: 718-997-5550 E-mail: sue_henderson@qc.edu As Executive Assistant to the President of Queens College, Sue Henderson is involved in a number of strategic initiatives, including the partnership with Townsend Harris High School and PS/IS 499 She has served as a Provost of a two year college in Atlanta, Georgia that offered ‘joint-enrollment’ courses on campus and in the high schools to qualified high school students As Georgia began the P16 initiative, looking to standardize curricular and pedagogical objectives for the high school and college curriculum, Sue served on the mathematics curriculum committees for high school and college level courses She taught high school mathematics for over a decade, including college level ‘joint-enrollment’ courses, AP courses and the full spectrum of the high school curriculum She has led grants and made numerous presentations on incorporating the use of technology in the mathematics classroom as well as being involved with a grant investigating meaningful mathematics instruction for prospective elementary education majors Dr Steven Schwarz, Professor of Physics and Assistant Dean of Mathematics and Natural Sciences, at Queens College, The City University of New York Telephone: 718997-3385 E-mail: steven_schwarz@qc.edu Prior to his arrival at Queens College in 1994, he spent 15 years in industry research at Bell Laboratories and Bellcore, where he also served as a Ph.D recruiter Dr Schwarz received a Ph.D in electrical engineering from Stanford University in 1980, and has coauthored over 150 publications He is co-director of the Garcia Center for Polymers at Engineered QSI New School Application Page 24 of 28 Interfaces (an NSF-MRSEC Center) He also serves as the College Liaison to the Queens College School for Math, Science, and Technology (PS/IS499), and co-organizes the Summer Science Program, the annual Garcia Center Open House, and the Queens College Math Competition Dr LeeAnn Truesdell, Associate Professor of Special Education, at Queens College, The City University of New York Telephone: 718-997-5237 E-mail: LTruesQC@aol.com As the former Associate Dean of Education, Lee Ann Truesdell facilitated the reregistration of all the Queens College education programs with the New York State Education Department She specializes in the curriculum and instruction of students with learning disabilities and collaborative team teaching She has been a collaborator in the Queens College Louis Armstrong Middle School collaboration since 1980 and designed and implemented two programs there One program, funded by the US Department of Education, recruited and prepared individuals from underrepresented groups to teach special education in inclusive diverse settings This program utilized the Louis Armstrong Middle School for a year long internship in special education teaching The other program, Middle School Mathematics Specialty program, recruited uncertified middle school mathematics teachers and provided course work and seminars at Louis Armstrong for mathematics certification Dr Truesdell currently represents the Queens College Division of Education as liaison for collaborations Dr Jennifer Eddy, Assistant Professor of Foreign Language Education, Secondary Education and Youth Services, at Queens College, The City University of New York Telephone: 718-997-5177 E-mail: jennifer _eddy@qc.edu A specialist in World Language Education, Dr Eddy has taught undergraduate and graduate courses, workshops, and seminars to pre, in-service teachers and post secondary faculty for 12 years She has taught Spanish and English as a Second Language at all levels of instruction, designed and implemented proficiency-oriented world language curricula for both schools and colleges, and has served as Language Program Coordinator and department chair Dr Eddy has developed vertical language teams for improving articulation between levels, emphasizing performance based assessment with an integrated curriculum to prepare students for using languages in college and career She researches learning styles, music and affect in the language class, authentic assessment, and crosscultural beliefs of teacher candidates Dr Eddy is a member of the American Council on the Teaching of Foreign Languages (ACTFL), the New York State Foreign Language Teachers (NYCAFLT), the National Association of District Supervisors of Foreign Languages (NADSFL), and The Northeast Conference on the Teaching of Foreign Languages (NECTFL) and has presented papers and workshops for these and other professional organizations Dr Thomas C Strekas, Dean of the Division of Mathematics and Natural Sciences and Professor of Chemistry at Queens College, The City University of New York Telephone: (718) 997-4105 E-mail: tcsqc@forbin.qc.edu Dr Strekas' research interests lie in the area of bio-inorganic chemistry He has published more than 50 research papers in peer reviewed scientific journals in this and related areas More recently he has been involved in efforts to improve doctoral education in chemistry through the Preparing Future Faculty program, funded through the American Chemical Society Dr Strekas is also the project director for Queens College on a project funded by the Howard Hughes Medical Institute to improve education in the biomedical sciences QSI New School Application Page 25 of 28 Ms Daniela Francisco, GEAR UP Director at Queens College, The City University of New York Telephone: 718-997-4293 E-mail: dfrancis@qc1.qc.edu Ms Francisco has over fifteen years of experience in education, including teaching high school students, young adults and adults in ESL, pre-GED, Adult Basic Education and Literacy classes Currently she coordinates and supervises course/curriculum development projects and professional development workshops for high school teachers Additionally, she works as a member of curriculum development groups, conducts teacher observations and evaluation sessions Ms Francisco is responsible for program development and growth, including such areas as academic skills development, dual-enrollment/transitional programming and summer programs for high school students, and integrating student development with teacher development by finding ways of tying new courses for high school students to the professional development of their teachers Dr Linda S Blanche, Music Specialist at Louis Armstrong Middle School - IS 227Q, East Elmhurst Telephone: 718-335-7500 E-mail: E73@gardensnyc.net Dr Blanche earned her Ed.D at Teachers College, Columbia University, Masters degrees in music performance and musc education from Brooklyn College, U.C Irvine, and the University of Georgia Her undergraduate work was completed at Queens College, CUNY As an adjunct assistant professor at Brooklyn College she has taught undergraduate courses in music theory and music history and graduate courses in the foundation of music education and music for the classroom teacher At the middle school she teaches orchestra (strings) and general music She is constantly seeking ways of incorporating technology into the music curriculum Kimberly Hirsch-Mennicucci, Teacher, Louis Armstrong Middle School, Queens N.Y Telephone 718-216-6771 E-mail: khirsch1@nyc.rr.com Kimberly Hirsch-Mennicucci is a teacher at Louis Armstrong Middle School (LAMS) in Queens, N.Y She holds a NYS/NYC Common Branch License and a BA and MS in Elementary Education from Queens College, City University of New York She has many years of experience in the teaching of all subjects at the Middle School level, including differentiating instruction, team teaching, using technology and implementing standardbased curriculums She currently teaches 6th grade Mathematics and Social Studies She is well-trained in The Connected Mathematics Program out of Michigan State University She has also been Co-Coach of a Critical Friends Group, formed out of the National School Reform Faculty, since 1998 From 2001 to 2004 she held the position of Mathematics Staff Developer and Math Lab Facilitator, in which she provided support to all mathematics staff and students at LAMS She has participated in several Queens College Research Foundation projects and has acted as a liaison to the Queens College/LAMS Collaboration Mathematics Specialty Program Ilana Block, Adjunct Instructor, Educational Leadership Program, Graduate School of Education at Brooklyn College, The City University of New York Telephone: 718-5231005 E-mail:Prof227@aol.com Ilana Block currently teaches Educational Leadership to aspiring assistant principals and principals, as well as supervisises their work in the field She has many years of experience in working with students and faculty in middle school education Since her retirement from the NYC Department of Education, she continues to consulting work in middle school education for NYC, designing and implementing professional development programs, and QSI New School Application Page 26 of 28 coordinating whole-school activities in curriculum writing, culture-building and needs assessments Ms Cass Conrad, Director of the Early College Initiative, The City University of New York Telephone: (646) 344-7267 E-mail: cass.conrad@mail.cuny.edu Ms Conrad has significant experience developing education programs at both the secondary and post-secondary levels She has worked with states and school districts across the country to create k-12 professional development curriculum focused on classroom-based best practices More recently, she helped launch the Alliance for Lifelong Learning, a consortium of Stanford, Yale and Oxford dedicated to creating ground-breaking continuing education curriculum for students of all ages Cass brings extensive start-up experience to her role as the Director of CUNY’s Early College Initiative including founding Kaplan College, a four-year institution helping non-traditional college acquire academic and professional credentials Additionally, Ms Conrad serves on the board of Groundwork, a non-profit organization that provides after-school and summer educational programs to children and their families in East New York, Brooklyn Ms Conrad holds a graduate degree in Communications from the University of Pennsylvania Ms Chris Rogutsky, Program Officer for the Early College Initiative, The City University of New York Telephone: (646) 344-7268 E-mail: chris.rogutsky@mail.cuny.edu Ms Rogutsky brings with her broad experience in working with alternative educational pedagogies As a former administrator at a Waldorf school, Ms Rogutsky developed extensive expertise in the area of arts education Further, her background in the mental health field makes her a valuable resource when it comes to designing student assistance programs Chris has written about ways to incorporate technology thoughtfully into curricula by considering the impact technologies can have on the physiological, emotional and cognitive health of children Her academic research with the homeless make her sensitive to the needs of New York’s impoverished citizens As a native New Yorker, born to immigrant parents, Ms Rogutsky graduated from the New York City public schools and a CUNY college, providing her with a first-hand view of the issues relevant to the development of CUNY Early College schools Chris is currently completing her doctorate in education from the University of Pennsylvania and will graduate in May 2005 with a concentration in educational leadership and organization Her previous graduate training was within the fields of social work and school counseling Ms Rebeca Gomez Palacio, Policy Officer for the Early College Initiative, The City University of New York Telephone: (646) 344-7321 E-mail: rebeca.palacio@mail.cuny.edu Ms Gomez Palacio is responsible for coordinating and managing the education policyrelated work related to the Early College Initiative Prior to relocating to New York City, Ms Gomez Palacio was a lobbyist at the North Carolina Justice Center In that capacity, she worked on behalf of low-income and minority students and families She also worked for Self-Help Ventures Fund, a development bank in Durham, North Carolina She managed their federal microloan portfolios Moreover, she has worked with several local and national nonprofits in the areas of development finance, equity and access in education as well as issues around access to higher education She holds a BA in Sociology and Race Relations from Smith College and has a Masters in Public Policy/Public Administration from Columbia University Ms Elizabeth Ophals, Principal, Queens School of Inquiry Telephone: 646 344-7253, 718 657-5271 (H) E-mail:EOphals@aol.com QSI New School Application Page 27 of 28 Prior to assuming the role of Principal at the Queens School of Inquiry, Elizabeth Ophals served as a LIS for Region in the Bronx where she supervised new small schools over the last 18 months as well as elementary, middle and traditional high schools As Co-chair of the Region Middle School Committee, she directed the re-organization of all Region Middle Schools to incorporate team teaching, smaller learning communties and effective middle level instruction A graduate of the Bank Street College and the Harvard Unversity's Principals Insitutes, Ms Ophals was the principal of the Louis Armstrong Middle School, a collaborative of Queens College, for years Ms Ophals has participated in many school reform intiatives including the NYCDOE Distinguished Faculty, the National School Reform Faulty's Critical Friends Groups, and the Middle Grade School State Policy Initiative Ms ophals was born and raised in Queens, currently resides in Jamaica Estates and recieved both Bachelor's and Masters degrees from Queens College QSI New School Application Page 28 of 28 ... calculators QSI New School Application Page 16 of 28 Professional Development Plan: The Queens School Of Inquiry Professional development will be at the center of creating the new Queens School of Inquiry. .. opening of a new school in our community: The Queens School of Inquiry, an Early College Secondary School Beginning with a 6th grade class in September of 2005, The Queens School of Inquiry will offer... Ophals, Principal QSI New School Application Page of 28 Teaching Positions: The Queens School Of Inquiry The Queens School of Inquiry (QSI) is an innovative, new neighborhood public school, open to