SELF-REPORTED INDICATORS

Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.

INSTRUCTIONAL FACTORS Computer Science Excellence Our lower elementary students learn binary numbers using hands-on work. (Click on attached document to see how!) MWMA integrates high-quality, engaging computer science education into our curriculum, providing students with essential digital literacy skills. A dedicated computer science co-teacher enriches the learning experience and empowers classroom teachers to become more proficient and independent in teaching computer science. Each class explores foundational computer science concepts, including computer hardware, software, troubleshooting, cybersecurity, and digital citizenship. Students advance to programming fundamentals such as sequencing, algorithms, loops, variables, and conditionals; they complete interactive lessons, coding challenges, typing exercises, computer science quizzes, and enjoy free coding. Classroom activities enhance learning through hands-on experiences like troubleshooting, programming robots, simulating internet connectivity by using students as network nodes, and completing coding lessons. Currently, 254 students use our computer science software, with engagement at an all-time high (see document). So far this year they have completed 889 lessons. They are learning essential problem solving and critical thinking skills, as well as valuable programming and technical skills needed in a wide range of future careers. SRI for CS 11.8.24.pdf

SCHOOL-LEVEL FACTORS Gifted & Talented Program MWMA enrolls a significant number of students who possess cognitive gifts in the areas of verbal, quantitative, and spatial reasoning. These students, if not adequately challenged, are susceptible to 1) poor work ethic due to boredom (and even behavioral problems), 2) anxiety in conjunction with perfectionism, and/or 3) an inability to take risks and embrace mistakes. Some students are "twice exceptional", possessing both cognitive gifts and learning disabilities. We have implemented a highly successful Accelerated Learners program to identify and better serve these students. Our program is founded upon a philosophy of "growth mindset", the belief that intelligence can be developed and that growth and achievement come through effort, not merely natural ability (from Stanford University): https://news.stanford.edu/2015/04/29/dweck-kids-potential-042915/ We use the CogAT (a cognitive abilities test to assess verbal, quantitative, and nonverbal reasoning skills) along with teacher surveys and academic testing, to qualify students for our program. Students with high verbal, spatial, and/or quantitative reasoning skills participate in enrichment groups to follow their interests and passions. They go on experiential learning outings and complete projects with the goal of challenging themselves, learning to cope with failure and difficulty, and integrating critical thinking and problem-solving skills into authentic work.