Academics

English Language Learners

Sheltered English Immersion - SEI

In this program model, students are all English Learners (ELs) who speak the same native language of Spanish are taught by qualified teachers and have English Language Development (ELD) Levels 1 to 3. Sheltered instruction is intended to make instruction in grade-level academic content areas more accessible to EL students. The language of instruction is English, with native language clarification provided when needed. The student also receives English as a Second Language (ESL) instruction, which is designed to teach English to EL students.

Sheltered English Instruction

"Since the early 1980's content-area teachers have looked to sheltered English instruction as a way to make content comprehensible for the English language learners (ELLs) in their classrooms. In the days when the term was first used in connection with ELLs, students were considered "sheltered" because they studied in classes separate from "the mainstream" and did not compete academically with native English speaking students (Freeman & Freeman, 1988). Today, the majority of ELLs study alongside their English-speaking peers, are held accountable to the same curriculum standards, and take the same high-stakes tests. Sheltered English instruction has come to mean a set of practices valuable to all teachers in helping ELLs learn English and, at the same time, learn content material in English." (The Education Alliance at Brown University)

Humanities

Humanities, taught on a four-year cycle, is taken by all Fenway students each year. It is an interdisciplinary course which includes both concepts and skills from a number of traditional content areas. It incorporates Language Arts and Social Studies and includes music, math, multicultural literature, computer skills, health and art, along with the skills of teachers from these content areas, in ways that help students to make connections and maximize their potential as learners and citizens.

To achieve a less fragmented education, and to help in nurturing a well-roundedness of Fenway students, integration is required on three levels. The first is the integration of students from many levels or tracks and many backgrounds. The second is the integration of teachers from different disciplines to share their expertise and creativity. The third is the integration of the fine arts and sciences with language arts and social studies in the curriculum so that students have the opportunity:

• To express themselves in a variety of forms
• To see patterns and inter-relationships of history, culture, the arts, and self
• To learn about the individual and society through many perspectives of cultures, classmates, and teachers.

Rather than a linear or chronological approach to cultural/historical issues, literature, the arts, Humanities emphasizes the cyclical nature of human experience and focuses on four seemingly repetitive states of human organization that they encompass. The Humanities curriculum breaks with the traditional linear or chronological format of instruction. Teachers and students seek to identify themes and patterns in human history using a case study method.

Each year is based on an essential question that frames the year’s inquiry. The current questions are:

• Who built America?
• How do we govern ourselves?
• What does it mean to be human?
• How do you do right in the face of injustice?

Math

Math Curriculum
The math team at Fenway uses the Center for Mathematics Education Project (CME). With funding from the National Science Foundation, the CME Project is organized according to the traditional sequence of Algebra I, Geometry, Algebra II, and Precalculus. CME blends progressive and traditional teaching styles so that students can learn both math skills and critical thinking skills. This program gives students the opportunity to use familiar mathematical themes to engage with a problem-based, student-centered program.

Fenway shares CME Project’s goal to lead students to a deep understanding of mathematics. The curriculum’s structure allows teachers to develop lesson plans that are not only rigorous and challenging but will engage students of all abilities, preparing them for higher achievement in mathematics.

Family Math Night
This is a night in mid- to late-October, where students take to opportunity to demonstrate different math topics to family members and other visitors. There are also presentations about STEM (Science Technology Engineering and Math) careers, math phobia, study skills, and current events in math. A free raffle is held for a gift card for school supplies.

Assessment
The math team employs a range of assessment tools such as tests, quizzes, midyear and final exams, portfolios, and exhibitions.

MCAS
The math team reviews MCAS performance on a regular basis to ensure that students are able to complete this graduation requirement. After school help is available to strengthen students’ test-taking skills approaching the MCAS test in mid-May.

Portfolios
The math team requires all students to produce several portfolios during the academic school year. In 12th grade, students complete projects instead of portfolios.

Senior Year
Seniors take either Calculus, Precalculus, or Statistics at Fenway. Students might otherwise be recommended by their math teachers and house coordinator to take a math course at Emmanuel College, Wentworth Institute of Technology, or Fisher College. In order to facilitate the transition to college, senior courses are taught in a style that more reflects what students are likely to encounter in a college setting.

Science

In 2006-07, Fenway’s science team undertook an in-depth curriculum review, partially in response to initiatives that emerged from whole-school strategic planning in 2005-06, and partially because of the implementation of new MCAS tests in science. Several decisions were made as a result of the review:

All freshmen will study physics, using the Physics, A First Course as the basic curriculum. Freshmen will take the physics MCAS in the spring.

Chemistry and biology will be taught in 10th and 11th grade, on a rotating basis.

Seniors will continue to focus on their individual Science Fair projects in the fall, and study integrated science units in the spring.

Fenway should continue to emphasize the learning and practice of the scientific method by holding science fairs at all grade levels.

Spanish

Students have the opportunity to take Spanish at Fenway. In addition to exposing students to the experience of speaking, reading and writing in another language, the program seeks to encourage exploration of Latino and Spanish culture, including its history, politics, literature, cuisine, religion, and art. Fenway offers two strands of Spanish, one for heritage & native speakers and one for students acquiring the language.

Physical Education

Students are required to participate in two semesters of physical education, usually in their freshman and sophomore years. The program takes place on-site in Fenway’s Fitness Center, which is equipped with exercise machines, or off-site in gyms at local colleges. When the weather is good, classes may go to a nearby park. A wide variety of physical activities are included, with the aim of encouraging every student to make physical exercise an integral part of life. Health and wellness topics are also covered in the program by speakers from local health organizations.

Special Education

The Learning Center at Fenway provides extra academic support students need to be successful in core academic classes. The three goals of the Learning Center are: to meet the Individual Education Plan (IEP) goals for students with disabilities; to provide curriculum and instructional support to students across all disciplines; and to offer in-school and after-school tutoring and assistance with classwork and homework, to support college and career planning, strengthen organizational and executive functioning skills, and provide enrichment in content and/or skills and preparation for major assessment events, e.g., portfolios and exhibitions.

Ventures

Ventures is a grade 12 program that teaches students how to interact effectively with adults in the workplace and to find the resources they need for success in college or in a chosen field of work. Ventures goals are:

• To help students develop initiative, resourcefulness, communication and problem-solving skills, respect for others, self-discipline and self-confidence
• To understand and be able to use basic business, financial and entrepreneurial concepts and tools
• To learn to network with community agencies and entrepreneurs and to build relationships that provide opportunities, resources and mentoring

In senior year, students do career exploration and job shadows. In their last term of high school, they enter six-week, fulltime (unpaid) internships at professional worksites, which they largely arrange themselves. Every Fenway intern does a major project that benefits his or her worksite. Successful completion of the senior internship is a graduation requirement.

Dual Enrollment

In the spring of junior year and fall of senior year, qualified Fenway students may take courses at Emmanuel College, Wentworth Institute of Technology and Fisher College (summer). A majority of students take at least one math course, typically in pre-calculus or calculus, so that they are prepared for the content and manner of instruction in college math classes. Students also take courses in areas of particular interest to them, such as public speaking or political science.

Since 2005 over 300 students have taken college courses, earning both high school and college credit.