Morse '08-'09 "School of Education and Social Work"

From Pblwiki

Summary

Project Title: Inclusion Event Teacher(s): M. Doan, R. Flynn, P. Sellers, W. Milburn, T. Oliver, A. Wirkus, S. Williams School / Academy: Morse School of Education and Social Work Grade Level(s): 9th-12th grade Core Subject(s): English, History, Math, Transition Skills Career Technical Education (CTE) Class(es): Child Development, Teaching and Learning, Human Psychology and Family Sociology

Contents 1 Summary 2 Project Theme 3 The Project 4 The Culminating Event/Public Exhibition 5 Beyond the Classroom 6 Project Driving Question 7 Project Subquestions 8 Content Standards 8.1 Core Subject Content Standards 8.2 CTE Standards or Frameworks 9 The SCANS List 10 Project Design 10.1 Authenticity 10.2 Academic Rigor 10.3 Applied Learning 10.4 Active Exploration 10.5 Adult Connections 10.6 Assessment Practices 11 Plan the Assessment: Step 1 12 Plan the Assessment: Step 2 13 Map the Project: Part 1 14 Map the Project: Part 2 15 Critical Friends 16 Differentiated Instruction 17 Reflection 18 2008 Summer Institute Photos 19 1st Quarter Update

Project Theme

In three or four sentences, summarize the theme and the ‘big ideas’ of this project.

“Seek to understand before seeking to be understood.” Augustine, 4th Century

• Students will explore issues related to the rejection, ostracization and disenfranchisement of people both locally, nationally and globally. Each team will identify an issue, its causes and possible solutions. They will communicate their solutions and implement them where appropriate.

Using an additional three of four sentences, summarize how the project is linked to the theme of your school or the CTE class represented.

• The School of Education and Social Work hones the expressions of adolescent exuberance to make a powerful, positive impact in the lives of other. In addition to academic and critical thinking skills, this project is designed to develop the character traits today's youth are expected to display. Qualities, such as, caring--kindness, compassion, generosity, cheerfulness, charity, helpfulness, as well as, respect--self-respect, and respect for others, are expected in personal, family and work environments.

The Project

In three or four sentences, describe product being produced or the problem being solved.

• Inclusion Event: At the Tiger Showcase, our spring open house, student projects, focused on including all groups of people locally nationally and globally, will be presented. Our “Event” will also include multicultural displays and performing groups.

• Marketing Promotions: Our client, the Developmental Services Continuum is a nonprofit agency providing support and assistance to people 6 years of age to 60 who are mentally disabled. Teams of students will create gift boxes and bags, story books brochures, calendars, PowerPoint presentations, P.S.A’s, skits, lesson plans, etc. to assist in increasing donations and providing services to their consumers.

The Culminating Event/Public Exhibition

In three or four sentences, describe the high stakes, significant event that will showcase the project and give your students the opportunity to demonstrate their in-depth learning to an outside the classroom audience.

• Students will produce a culminating event that will promote acceptance of ALL people.
• Students will examine and create projects that focus on the problems and accomplishments of people that currently are and have been “excluded” for various reasons throughout history.
• Students will build their interpersonal skills by working with others by identifying the problem(s), asking questions and exploring effective solutions.
• Students will display their work to the school population, community members, media, and other students.

Beyond the Classroom

List, by name, the connections to the workplace included in this project (e.g., college, university, community based organization, civic group, company, local government agency or department)

The following will be contacted for expert speakers, field trips, prospective job shadows and service learning opportunities.

• Volunteer San Diego
• San Diego Rescue Mission
• YMCA Cortez Hill Family Shelter
• St. Vincent De Paul
• Developmental Services Continuum
• Domestic Violence Shelters
• Women’s agencies
• Regional Center
• ARC
• Multicultural museums
• Human Rights organizations
• Josue Homes

Project Driving Question

State the Driving Question for the project. Refer to Project Based Learning Handbook, pp. 37-39

• How should we respond to unwanted people?

Project Subquestions

List the subquestions that derive from the Driving Question. Refer to Project Based Learning Handbook, p. 142.

• Why do people feel uwanted?

• What can we do to accept those who feel excluded or rejected?

• How can I include people who have been rejected?

Content Standards

Literacy as a Core Standard: The literacy of all of our students is a central concern. Including at least one literacy outcome in your project – along with a major product that can be used to assess writing, speaking, or reading strategies – is recommended for all projects…whether or not your team includes an English teacher.

Core Subject Content Standards

For each core subject, identify three or four content standards that students will learn and that will be assessed during this project. Identify how each standard will be assessed.

Subject	Content Standard	Assessment
English	2.2 Write responses to literature 2.3 Write expository compositions, including analytical essays and research reports 2.4 Write persuasive compositions	See criteria below for: Student poetry, role play, persuasive letters.
History	4.2 How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions 6.2 Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity 9.4 The struggle for racial and gender equality and the extension of civil liberties 10.2 Economic, social, and cultural developments in contemporary United States	Read and analyze expository texts relating to the problems and accomplishments of various groups that have been “excluded” throughout history. Participate in problem-solving conversations about diversity and how it affects lives locally, nationally, and globally.

---

CTE Standards or Frameworks

For each CTE class, identify three or four CTE standards or CTE frameworks that students will learn and that will be assessed during this project. Identify how each standard or framework will be assessed.

Subject	Content Standard	Assessment
Child Development	A8.3 Observe children, document observations in a factual and anecdotal format, tying observations to developmental milestones A7.5 Use appropriate teaching techniques and interaction styles for working with children of varying ages, learning styles, and cultural backgrounds. A10.0 Students understand how to communicate effectively with families and communities. A4.0 Students understand and apply critical safety, emergency, and disaster procedures at the work site.	Documented observations, essay, lesson plan, video Students prepare brochures for agencies for families. Students will role play emergency situations and complete safety test.
Teaching and Learning	C3.3 Students know the credentialing requirements for teachers of students in pre-kindergarten through community college. C5.3 Understand the role of parental involvement in the physical, intellectual, emotional, and social development of children and adolescents. C6.1 Understand common behavior problems, possible cause, and potential solutions. C9.1 Understand issues of diversity and how to exhibit sensitivity to cultural differences.	Students will fill out application for community college, teaching assistant Position and job shadow a teacher. Students will make a parenting magazine with photos and write-ups about different types of developments and appropriate toys. Students will answer letters to the editor concerning common behavior problems. Students will prepare lesson plans about diversity and prepare a poster for the Week of Consciousness.
Human Psychology & Family Sociology	F10.10 Students understand the factors that affect the development of individuals and how to build positive relationships. F10.11 Students understand the adjustments needed to adapt to major life changes throughout the human life cycle. F10.12 Students understand strategies and resources for managing conflicts and crises. 5.0 Students understand how to create alternative solutions by using critical and creative thinking skills.	Describe factors that contribute to development of character, personality, and self-worth. Describe common major life changes, issues, and adjustments that individuals encounter during the life cycle. Assess personal attributes and available resources for coping with conflicts and crises. Utilize logical reasoning, analytical thinking, and problem-solving techniques.

---

The SCANS List

The SCANS list – from the Secretary’s Commission on Achieving Necessary Skills – was developed by the United States Department of Labor and Education as a guide for educators who want to help students prepare for the workforce. Identify the key Workplace Skills and Foundation Competencies needed for success in both college and the workplace. Identity how each skill and competency will be assessed.

Project Design

Answer each question associated with and adapted from each of Adria Steinberg’s Six A’s.

Authenticity

Where in the real world outside the classroom might an adult tackle the problem or question addressed by the project?

• Throughout history, people have always been treated unfairly due to their individual backgrounds, values and beliefs. Students are exposed locally as well as globally to people who may feel unwanted or “excluded” on a daily basis through their own life and/or media. As a result, it is vital that students learn to treat all people with respect. From this project, students may be motivated to become part of an “inclusion” solution instead of the “exclusion” problem in school and in the community.

How do you know the problem or question has meaning to your students?

• It is with great hope that students will learn to welcome different people by accepting them for who they are and not what they are. By learning the trials and tribulations of ALL types of people, students are also encouraged to treat their backgrounds as equally valid and important. This project acknowledges the important role of understanding and respecting various people represented in and out of the classroom which may help student achievement because it provides individuality/student freedom.

Who might be an appropriate real world outside the classroom audience for the students’ work?

• Some audiences that can benefit from student work samples are: Non profit groups such as the San Diego Rescue Mission, Cortez Hill Family Shelter, St. Vincent De Paul, Developmental Continuum, Domestic Violence Shelters, women’s agencies, Regional Center, ARC , Multicultural museums, human rights organizations, Josue Homes, etc.

Academic Rigor

What is the central problem or question addresses by the project?

Problem: Exclusion meaning: people that are unwanted or rejected

• Global subcultures (i.e. Disabilities, Gender, Culture, Religion, Sexuality, etc.)
• Local – Neighborhood or school subcultures: Athletes, Nerds, Gangs, Skaters, etc.)

1. “Why do people feel unwanted?”
2. “How can we include people who have been rejected?”
3. “What can I do to accept others that feel excluded or unwanted?”

What knowledge areas and enduring understandings will it address?

• Students will become aware of the problems and accomplishments of various groups that have been “excluded” throughout history. Students will learn that although we are all different, we can all work on a common goal.

What habits of mind will students develop?

• Through persistence and gathering data through all senses, students will be required to use real world experience in order to make the lessons relevant to their daily life. The students will become good problem solvers as they learn how to monitor their own thoughts while respectfully listening to others opinions. A person cannot truly embrace Hence, as students become aware of their own cultural backgrounds and morals, they will have an opportunity to recognize and address any prejudice or propaganda philosophies they may have that would make it difficult for them to accept, understand, and effectively value others.

Applied Learning

What will the students do to apply the knowledge they are learning to a complex problem? (Are they designing a product, improving a system, organizing and event?)

• Student teams will produce a culminating event that will promote acceptance of ALL people. Students will examine and create projects that focus on the problems and accomplishments of people that currently are and have been “excluded” for various reasons throughout history. Students will build their interpersonal skills by working with others, identifying the problem(s), asking questions and exploring effective solutions. Student work samples will showcase the economic, social, and political impacts of diversity or a lack there of. Teams will showcase their work to the school population, community members, media, and other students.

1. Promoting Acceptance: An “Inclusion Event” - During the Tiger Showcase (a spring open house) Student work samples will focus on “Excluded” groups and more importantly, how to “include” ALL groups of people locally as well as globally (5pm-7pm) and multicultural school groups perform in the gym (7pm-8pm)
2. Marketing Promotion: Of our client the Developmental Services Continuum organization (An agency that provides support and assistance to people that are Mentally Disabled.) Students will help spread the word about this agency through fundraisers, donation drives, creating a website, creating t-shirts, calendars, business cards, brochures, etc.
3. Examples of student work samples are Gift boxes, school supply bags, multicultural informational brochures, calendars, storybooks, PowerPoints, Public Service Announcements, “Inclusion” skits to present to preschools and elementary schools , creating “Teach It” lesson plans to teach the class about a particular “excluded” group, etc.

Which of the competencies expected in college and high-performance work organizations does the project provide opportunities to develop?

• Students will:

1. Plan and make oral presentations.
2. Use the internet, word processing and other software applications
3. Use a variety technology (computers, software, digital and video cameras)
4. Demonstrate problem solving and critical thinking skills
5. Use teamwork skills (learning conflict resolution and communication skills)
6. Use planning skills and strategies
7. Set goals
8. Use rubrics to guide work

Which self-management skills does the project require students to use?

• Students will:

1. Self-regulate
2. Self-evaluate
3. Self-monitor
4. Self-assess
5. Use feedback

Active Exploration

What outside the classroom field-based activities does the project require students to conduct?

• Students will be exposed to various groups that have been “excluded” historically through field trips and Community Based Instruction.

Which methods and sources of information are students expected to use in their investigations? (e.g., interviewing & observing, gathering & reviewing information, collecting data, model-building, on-line services)

• Observing
• Gathering information
• Collecting
• Comparing and Contrasting
• Interviewing
• Researching
• Building models
• Reviewing

Adult Connections

Will students have access to at least one outside the classroom adult with expertise and experience relevant to their project who will ask questions, provide feedback, and offer advice?

• Expert speakers will make presentations in the School of Education and Social Work classes. Many guest speakers are available to offer ongoing advice to the students

Will the project offer students the opportunity to observe work alongside adults during at least one visit to a worksite with relevance to the project?

• Students will closely work with staff members and experts when creating their projects and marketing strategies for the nonprofit organizations.

Will at least one outside the classroom adult help students develop a sense of the real-world, industry standards for this type of work/project?

• Our clients at the nonprofit organizations (ie: DSC) will request, direct and approve the marketing strategies that our students will be creating. If student work is not within acceptable limits, then the student(s) will continue to work on the project until the client is completely satisfied.

Assessment Practices

Do students prepare a culminating exhibition or presentation for outside the classroom people that demonstrates their ability to apply the knowledge they have gained?

• Students will present their “Inclusion” exhibits at the Tiger Showcase, Morse’ campus-wide/ community event in late February.

Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers?

• Student teams will have progress meetings several times during the development process. A series of Critical Friends peer reviews, prior to the exhibition, will be conducted. With our clients as mentors, students will receive professional, real-world feedback throughout the project providing professional support.

Are student involved in reviewing or helping establish the project criteria?

• Students and faculty developed project rubric will be used and evaluated. Revisions will occur based on their input and consensus.

What are the criteria for measuring desired student outcomes?

• A variety of multimedia rubrics will be used by BOTH faculty and students to assess student projects.

Plan the Assessment: Step 1

Define the products and artifacts for the project. (Refer to Project Based Learning Handbook, pp. 49, 50, 59)

Early in the Project:

• Students will work interdisciplinary in Math, English, Developmental Psychology, Teaching and Learning, and Family Sociology classes to produce projects that will combine as culminating “Gift Box”, “Backpacks”,”Gift Bags” to present to the shelters and agencies in November and December. At the beginning of school, there would be a dance for all of Morse Students to give all students the opportunity to meet and exchange ideas. Guest speakers will also be invited to the class. Products in the early months (September and October) will include: letters, survey/questionnaire on the needs, posters, research reports, business cards and autobiographies. Students will start researching reports, scrap booking, taking still pictures, videotaping for a documentary, visiting shelters and agencies, participating in campus organizations supporting inclusion. . Artifacts will include journal entries, taped recordings, telephone logs, E-mail records, notes, reference lists, PSA’s and letters of appreciation. Early assessments will include rubrics, checklists, task analysis charts, self-assessments, teacher evaluations and critical friends.

During the Project:

• In October and November, students will continue to work interdisciplinary in the production of the culminating “Gift Box”, “Gift Bag”, and “Back Pack” presentations. They will collect donated items from students, staff, community members, and businesses. Students will conduct research concerning exclusion, interpret and display their data, and be involved in debates, skits, panel discussions, “Week of Consciousness” and dramatic reenactments of “inclusion and exclusion”. They will begin to document their work with paintings, collages, tri-folds, reports and multimedia presentations. Assessments at this time will include rubrics, checklists, self-assessments, teacher evaluations, task analysis charts, and critical friends.

End of the Project:

• In the months of the semester (November and December), students will exhibit and present their gifts to the shelter, students, and community. To this end they will produce reports, booklets, brochures/pamphlets, new projects, write poems and reflective essays chart survey results, make oral reports, propose, and produce public service announcements. Final assessments in February, April, and May will be the Inclusion Showcase, Senior Portfolios and the Project Based Learning Showcase. In June students will create their own inclusion “Teach It Lesson”. There will be feedback from rubrics, self-assessments, teacher evaluations, and critical friends for the Lessons and for the whole project.

Plan the Assessment: Step 2

State the criteria for exemplary performances for each product being produced.

Product: Booklet or Brochure

Criteria:

• All of your information is accurate and relevant; the work conveys all necessary information and includes supporting details.
• Components are organized with transitions, the work is clear, easy to follow, sequence is logical.
• Your own thinking is the focus of the work; creativity is evident.
• More than four sources are used, including more than one type of source: more than one source is of high quality, and the sources are referenced.
• All good writing convention requirements are met.
• Design shows skillful use of design principles, such as color, line, space, shape, and texture.
• Writing is free from errors in grammar, punctuation, spelling, and keyboarding.
• Work is creative, compelling, and eye-catching.

Product: Chart

Criteria:

• Information in the chart is correct, and important points are included; information is useful to the audience.
• Information is presented in a labeled, chart format; arrangement is logical and creative.
• Copy contains no errors in grammar, punctuation, spelling and keyboarding.
• Graphics are skillfully executed and handled creatively; they add clarity and contribute to visual appeal.
• Chart is very clean and legible; alignment is correct; lines separate columns and rows neatly.
• Chart enables the audience to see, understand, and analyze information immediately; and it creates interest in the data presented.

Product: Poster

Criteria:

• Theme is appropriate, clear, and well developed; shows original thought.
• All the information presented is accurate, useful, and relevant to the theme; the poster conveys all the necessary information; information covered may include research.
• Copy contains no errors in grammar, punctuation, spelling and keyboarding.
• Design shows creative use of most or all design principles, including color, line, space, shape, and texture.
• Graphics enhance clarity, are well done, and serve a strong purpose in the poster.
• Poster is unique; conveys the theme with an analogy, symbolism, or other creative technique.
• Poster shows strong attention to visual detail and presentation; immaculate.

Product: Research Report

Criteria:

• Thesis statement clearly defines the topic.
• Introduction does all of the following effectively: explains the purpose of the paper, provides a context for the report, and gives an overview.
• Paragraphs are logically ordered with effective transitions. Topics and subtopics are identified with headers.
• Narrative develops the thesis well; stated in your own words; demonstrates comprehension as well as application, analysis, synthesis, and/or evaluation.
• Conclusion summarizes the main points and draws inferences from them.
• More than five sources are used, including more than one type of source; more than one source is of high quality, and the sources are referenced.
• All good writing convention requirements are met.
• Report contains no errors in grammar, punctuation, spelling and keyboarding.
• Report is exceptionally neat and presentable; no significant flaws.

Product: Skit/Video

Criteria:

• Skit has a clear theme and remains focused on that theme.
• All information presented is accurate, useful, and relevant to the topic; the skit conveys information thoroughly.
• Dialogue is relevant to the topic, understood by the audience, is realistic, and well executed.
• All speakers can be heard and understood by everyone in the audience.
• Skit remains focused on the topic at all times; presentation is smooth; flows without rough spots; indicates careful preparation.
• All characters are well played throughout; theatrical skills are apparent; portrayals are believable; interaction is creative.
• Props have strong design and show creativity; they are effectively chosen and used.
• Action is clearly visible to audience members; blocking is used effectively without awkward motions.
• Skit consistently holds the audience's attention; the intended message reaches the audience and creates a response.

Product: Written Assignments

Criteria:

• Purpose for the writing is clear; the theme is carried out effectively; the consultant has skillfully interpreted the assignment.
• Paragraphs are short and follow a logical sequence; good transitions used; paper has an effective beginning and ending.
• Ideas are presented in a unique way, incorporates special techniques, such as element of surprise, analogy, metaphor, dialogue, etc.
• Writing is clear and interesting to read; varied sentence styles make writing flow smoothly.
• All writing conventions requirements are met.
• Writing contains no errors in grammar, punctuation, spelling, and keyboarding.
• Paper is immaculate.

Product: Conversation/Discussion

Criteria:

• Participate in the discussion voluntarily.
• Information presented contributes to an in-depth discussion of the topic; text information is accurately presented; supplies useful information from other sources.
• You can be heard and understood by everyone in the audience.
• Listen carefully to others; demonstrate attentive listening with good eye contact and other appropriate body language.
• Offer feedback frequently and provide it when needed the most; help keep the discussion going and on track.
• Make others feel good; build self-esteem of others: try to involve others.
• Apply, interpret, analyze, synthesize, and evaluate to produce ideas.

Map the Project: Part 1

Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?
Product: Inclusion Project
Knowledge and skills needed	Already have learned	Taught before the project	Taught during the project
Good writing skills for a diverse audience		X	X
E-mail skills	X	X
Interview skills		X	X
Phone etiquette		X	X
Creating and implementing a survey			X
Interpretation and analysis of survey data		X
Field Trip etiquette	X	X
Working in teams	X	X	X
Time management		X	X
Creating a Public Service Announcement		X	X
Creating a PowerPoint presentation		X	X
Operating a Digital Camera		X	X
Operating a Video Camera		X	X
<knowledge and skills needed>

Map the Project: Part 2

Insert (link) a PowerPoint that shows the timeline for this project. Include activities, resources, and milestones. Create no more than one slide per week.

Media: Timeline PowerPoint.ppt

Critical Friends

In five or six sentences, summarize what you learned during the Critical Friends protocol and how what you learned will impact your work to this point.

• Student involvement means really listening to the students from day 1 to the conclusion of the project.
• Projects engage students by showing how the theme or project really affects the student personally.
• Driving questions are best stated as “HOW?” “WHY?” “WHAT CAUSES?” “IN WHAT WAYS?”
• Sharing with community and other schools is E-X-C-I-T-I-N-G!!!!!
• School-wide fairs, showcases and publicity add to the fun!

Differentiated Instruction

The following accommodations and/or modifications will need to be made to address our ELL students, special-needs students, or students with diverse learning styles:

• Making homeless boxes, bags, school backpacks, shadowboxes, will involve all levels of skills: sorting clothes, shoes, toys, jewelry and even stamping tissue paper with decorations by the most challenged student.

• Field trips, where at least one hundred students visit shelters, organizations and other agencies, will provide many opportunities for learning at different levels based on the student’s own personal perceptions.

• In the different classrooms, we will approach exclusion and rejection using different research methodologies and projects. Some teams will produce power points presentations, others will write formal reports and some students will create brochures, flyers, and participate in fundraising for client agencies such as Disabilities Services Continuum.

• Since 9th - 12th graders, students with disabilities, and English Language Learners (ELL) are involved, the students will participate at many different skill level.

• Group projects will allow the English Learners to tutor one another and learn from graphic organizers.

• Students will be involved in hands on activities at all levels of ability.

Reflection

How will you, your students, and your project colleagues reflect on and evaluate the project?

• Midterm and final reflections will greatly add to the input of the students.

• Before participating in the “Inclusion Event” and the PBL Showcase students will present inclusion projects in each classroom and if possible, checklists and the critical friend’s protocol will be used in order to discuss possibilities and areas of growth.

• The business cards, flyers, brochures will be done to the specifications of our client, The Developmental Disability Continuum.

• For seniors, these projects can serve as their senior portfolios.

• 360 Degree evaluations mean full participation of teacher, student, client, school, and community.

2008 Summer Institute Photos

Image:'08 PBL Summer Institute at High Tech High.jpg

Image:Mrs.Sellers and Mrs.Doan.jpg

1st Quarter Update

1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?

TIME! TIME! TIME! Ms. Doan began agency reports and book making as first steps, and Mrs.Sellers and Mrs. Oliver had major challenges in their lives that have postponed their plans. We are making the homeless boxes after school as part of the 21st Century grant. We are waiting for a signature from our principal on a Perkins grant that will be used to deliver gift boxes to the shelters serving homeless children and families.

 We are still in need of publicity to make our campus to know of our Small Learning Community.

2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?

 So far we are supporting one another and have persistence to reach our goal of including many community organizations and Morse clubs in our end "Inclusion" Event. Our principal has said the Inclusion event can be the focus of the Spring Showcase.

3. What revisions have you made to the project since the Summer Institute?

 We are waiting until next year to submit a California Partnership Grant. If prop S passes, we will continue to design a new child development center and classroom to encourage students to join our School of Education and Social Work.

4. Summer Institute participants: What is it like working with your PBL team?

 We have great times and support one another. Other times, it is difficult because we are pulled in so many different directions.

5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.

 So far, the spring Inclusion Event is proceeding. We are recruiting both community organizations and Morse clubs.

6. What has been the students’ response to the project?

Students have identified with the theme of being excluded at Morse. They would like to be included. However, because the homeless boxes have been completed two years with Ms. Oliver, many students are taking lots of time to understand that final project and what it means. Students need a concrete example to understand an abstract idea.

Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.

Morse Preschool Halloween Parade

Morse Principal at Morse Preschool Halloween Party

---