Mark Twain I.S.239
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| Mark Twain Intermediate School 239 for the Gifted and Talented |
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| Established | 1972 |
| Type | Public (magnet) |
| Principal | Carol Moore |
| Faculty | approx. 100 |
| Students | approx. 1,200 |
| Grades | 6-8 |
| Location | 2401 Neptune Avenue New York, New York, USA |
| Yearbook | Reflections |
| Newspaper | The Chronicle |
| Website | is239.schoolwires.com |
Mark Twain Intermediate School 239 (affectionately called “Twain”) is a public middle school in Coney Island. It is known not only for its intensive academic rigor, but also for the fact that all students attending Mark Twain have special potential in a talent area.
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[edit] History of Mark Twain
[edit] 1972 to present
In 1972, the NAACP brought suit in Hart V. Community School Board 21 in the United States District Court, charging that Mark Twain Junior High School 239 was unconstitutionally segregated. The school is located in Coney Island, a predominantly African American and Hispanic section of the school district and in fact had about an 85% percent minority enrollment. Judge Weinstein found the plaintiffs were correct in that the school was unconstitutionally segregated.
The remedy plan proposed by the National Association for the Advancement of Colored People (NAACP) was developed by Professor Dan Dodson of New York University and would have compelled the busing of pupils throughout the district for integration purposes. The school board plan was to make Mark Twain a magnet school for the gifted and talented and thus attract sufficient white pupils on a voluntary basis to integrate the school, and at the same time, all the middle schools in the district. The plan was the product of more than 150 people representing a broad spectrum of input from community, parent, District 21 and Brooklyn College professionals.
Judge Weinstein then appointed a master professor, Curtis Burger of Columbia University Law School to report back to him with a recommendation. The recommendation basically was to accept the school board's plan and the judge so ordered in July of 1974.
Mark Twain Junior High School 239 for the Gifted and Talented opened as a magnet school effective September 1975 beginning with grade 7, phasing in grades 8 and 9 over a three year period and was integrated to the ratio of white pupils to minority pupils in the district which was 7 to 3 at that time.
Children admitted to Mark Twain must meet minimal standards in behavior, citizenship, attendance, reading, math, and must demonstrate an identifiable ability or potential in either athletics, art, computers-mathematics, creative writing, dance, music (strings, vocal, winds), science, theater, or visual media (video and photography).
Mark Twain later converted to its present day Intermediate School designation (grades 6, 7, 8) but remains organized into mini-schools (called clusters) of four classes with a team of four teachers assigned to each cluster. Each cluster of teachers is scheduled for a series of cluster periods during the week with stress on interdisciplinary planning.
There is no tracking in the school, and classes are heterogeneous and well integrated. All students study a foreign language and each child is involved in a talent area in depth. All classes are co-educational including physical education, technology and home and career skills. No bells are rung during the day, yet classes change smoothly and efficiently.
Since 1975, Mark Twain has attracted many applicants for each available seat. It is recognized by parents and educators throughout the district, the region, the city and the nation as having successfully achieved its goal for integration and for providing a meaningful program for the gifted and talented middle school student.
[edit] Mark Twain today
Mark Twain Intermediate School for the Gifted & Talented is still organized into clusters, of four classes with a team of teachers assigned to each cluster. Clusters are scheduled for conference periods to facilitate interdisciplinary planning. The clusters are assigned periods for tutoring, enrichment and thematic development. Large and small group instruction can be arranged with little difficulty. Clusters can be regrouped as needed.
All students study a foreign language - French, Italian or Spanish. Every child is also involved in the in-depth study of a talent area. All classes are co-educational, including physical education, technology, and electives.
Among their numerous noteworthy achievements is the very favorable success record regarding acceptances to specialized high schools. In 2007, for example, 98 youngsters received acceptance to Stuyvesant High School, 93 to Brooklyn Technical High School, and 62 to Fiorello H. LaGuardia High School of Music & Art and Performing Arts. The city-wide reading and math scores have resulted in the school being listed on the Internet as number four in New York State. Children are admitted to the school on the basis of application only and must meet minimum standards that ultimately include an identifiable ability or potential in one of the following talent areas: Art, Athletics, Computer/Mathematics, Creative Writing, Dance, Science, Strings, Theater (more commonly known as Drama), Visual Media, Vocal, or Winds.
[edit] Talents
[edit] Art
The art department offers instruction in drawing, painting, sculpture, printmaking, collage, art history and technology. The students are taught the fundamentals of line, shape, color, perspective, and shading. They are introduced to the history of art as it relates to world history and the various cultural movements throughout the ages. Opportunities are provided throughout the year for students to participate in community art projects as well as to visit art museums and other cultural institutions in the New York Metropolitan area. Students are encouraged to explore personal expression through a rigorous, skill-building, literacy-based curriculum. Personal tutoring is available for portfolio preparation for those students intending to apply for an art high school or special art program.
[edit] Athletics
The athletics program is an exciting co-educational learning experience for all phases of sports. Specially trained teachers, using the latest equipment and machines in the sports industry, introduce students to the wonderful world of athletics. Tournament level competition is an everyday occurrence among students who have similar interests and enjoy running, jumping, playing and competing.
Athletics Talent helps promote physical, social and emotional well-being. Sportsmanship and fairness are life skills that students will carry in and out of the gymnasium.
[edit] Computer/mathematics
Mark Twain's already substantial investment in technology has taken another leap forward. They have integrated $300,000 worth of new laptops into their program and the school's complete wired/wireless Project Connect upgrade for every location in the building.
Computer/Math Talent serves as a foundation for the rest of the building's exploration into instructional technology. Three labs/teachers provide the luxury of exposing the Computer/Math talent classes to a variety of computer applications and a technology oriented math enrichment program simultaneously. Some of the recent computer applications include photo editing, web design, desktop publishing and animation; all with professional cross-platform software. This year, some of the students will pursue the increasingly popular online phenomenon of blogging (relatively small personal website/discussion forums) using the coursework as a content base.
Students are still concentrating on developing their complex problem solving strategies and experience math topics that are not part of the typical middle school curriculum. This talent also learns how to use the Internet for research to study all the major issues impacting the computer industry and e-commerce, as well as for their traditional subject areas. The curriculum isn't all serious math and computer applications. The talent designs everything from virtual cities to virtual roller coasters. They enhance their financial acumen playing the stock market game. Sometimes they create complex geometric constructions. Other times they explore their whimsical/creative nature using software that simulates the toy wooden blocks we all played with as little children.
This program involves quite a bit of writing, peer tutoring, collaborative projects, and computer/network troubleshooting. There's no question that students are capable of excelling with either strong math or computer backgrounds. Students work cooperatively to support and extend their very different levels of individual expertise.
[edit] Creative writing
Students in this program demonstrate a superior facility in the use of the English language. They are able to express, in writing, their ideas and emotions. The focus is uniqueness of personal style and reinforcement of technical skills. Literature, the media, and the pupils' own environment serve as springboards to writing. Poetry, short stories, plays and articles are written. Many appear in school publications such as its award-winning school paper, The Chronicle, written by the seventh grade creative writing students, its award-winning yearbook, Reflections, written by the eight grade creative writing talent, and creative writing anthologies.
Experiences such as author visits and class trips to view performances of pieces that are read in class further enhances the students' education.
[edit] Dance
Dance takes place in a mirrored, wood-floored studio. Classes are comprised of students with potential in the areas of movement, dance, and flexibility. Emphasis is on the development and refinement of movement ability and the exposure to diversified dance forms. The goals are the improvement of technique, the experience of choreography and performance, the study of the use of the moving body, the fostering of creative expression, and the enjoyment of dance.
Through varied dance experiences, readings, films and live performances, the class is provided with a well-rounded experience. The course of study encompasses many areas of dance including ballet, modern dance, jazz, ethnic, folk and current social dance.
[edit] Theater
Study in theater provides both social and individual development. In belonging to a group that works toward creative goals, students acquire qualities that promote maturity through teamwork, cooperation, and dependability. They also gain deeper insights into people by studying characterization in numerous theater games.
Improved body coordination and vocal flexibility that students need for everyday communication result from active participation in drama class.
As students obtain a wide theater background, they not only gain appreciation of the arts, but also develop standards of judgment whereby they can recognize, respect and demand good theater.
[edit] Instrumental music - winds and strings
In one of the two instrumental programs, training is provided in woodwind, brass, and percussion instruments. The other is exclusively strings, specifically violin, viola, cello and bass. Students participate in band or orchestra, which provide opportunities to perform throughout the year. Both experienced and beginning pupils are accepted into these two programs. Music students will learn to read music and master the elements of music theory. Standards are high and intensive; home practice is expected. Emphasis is also placed on enjoyment.
[edit] Media
Media provides experience in both video production and photography. Media students seek to develop creativity and skills in the area of video and photography.
The video studio has sophisticated equipment and the darkroom has all the modern equipment necessary to develop and enlarge photographs. The video studio and darkroom are equipped with computers/software for capturing and editing video and photographic images. Cameras are available for use by students who do not own one.
Students' images of daily activities, functions, night performances and dances appear in various publications such as The Chronicle, Reflections, and the video yearbook.
[edit] Science
The core of the curriculum is a three-year scientific exploration grounded in biology, chemistry, biochemistry, forensics, and genetics. Students become junior experts in microscopy, using our state-of-the-art microscopes for observation and experimentation with living cells and organisms collected from the local environment and cultured in lab.
Students are introduced to the analytical and observational skills of a fully equipped science laboratory. Extensive training using specialized equipment is accomplished through individual and group experimentation.
While exploring the diversity of life on earth, students will seek out the common biological and chemical threads that link all organisms to each other. Investigations of heredity, comparative anatomy, microscopy, microbiological, and electrophoresis will lead to a deep understanding of the master molecule - DNA.
[edit] Vocal music
The students enjoy learning a varied repertoire of pieces ranging from classical to modern, with stress on vocal quality. Training is received in reading music so that singing music at sight can be accomplished. Music performances will be given on designated occasions as culminating events.
[edit] Special programs
[edit] Stellarum (Mark Twain Chapter National Junior Honor Society)
The objectives of the Mare Stellarum Chapter of the National Junior Honor Society are as follows:
- to create an enthusiasm for superior scholarship
- to develop citizenship
- to stimulate a desire to serve
- to promote leadership
- to instill in the youth exemplary qualities of character
Specific requirements are available from the school and are distributed by the homeroom teacher.
[edit] Computer Squad
The objectives of the Computer Squad are as follows:
- to help provide technical support for our 400+ computers plus related peripherals
- to help provide training for staff that wish to integrate technology into their curriculum
- to gain personal hands on experience in technology troubleshooting and maintenance.
[edit] Audio Visual Squad
The objectives of the Audio Visual Squad are as follows:
- to provide direct technical assistance for all shows and special events in the areas of lighting, sound and video
- to help provide technical support for teachers wishing to use equipment in their classrooms not handled by the Computer Squad.
[edit] Senior yearbook (Reflections)
The very elaborate senior yearbook requires a great deal of student and teacher participation. The creative writing talent students handle the written content. The Yearbook Business staff consistently exceeds the expectations in fund raising by scouring the community for advertising, gathering boosters, and generating interest in cluster ads. The design aspects of the yearbook are overseen a group of children selected from the computer/math talent classes.
The documentary-style yearbook captures the year's memories, and tries to appeal to a range of audiences: students, parents, faculty, community members, and advertisers, although its primary focus will always be on the graduates so that they remember their time at Mark Twain.
[edit] Video yearbook
The sister project to our printed Senior Yearbook, the Video Yearbook is mostly handled by the Visual Media classes. All the same concerns apply as to any major school publication, particularly one directed at its graduating class.
[edit] The Chronicle
The official school newspaper, The Chronicle contains eight to twelve pages of news articles, editorials, reviews, and other content handled under the direction of the creative writing classes.
[edit] The Territorial Enterprise
In 2006, a student-created, written, and organized newspaper called The Territorial Enterprise was distributed in the school. It was the first student-produced newspaper in Mark Twain I. S. 239 history. The name comes from the first newspaper that Samuel Longhorn Clemens used his famous pen-name, Mark Twain. The creators used it for its connection to the name of the school and the man it was named after.
It was an editorial newspaper, focused primarily on school based problems and suggestion for the improvement of the school. It was founded by a very small group who, dissatisfied with the official school newspaper because they felt it sugarcoated Mark Twain I. S. 239 and did not have any impact, decided to start their own newspaper. Some of its authors wrote under pen-names, and some preferred to use their own. They worked with the principal, Carol Moore, to approve its content, produce it, and distribute it.
It had three issues, all in 2006, and then came to a sudden close. The cause of this was the distribution of the unedited version of the third issue, which contained comments insulting to a few of the staff in one of the articles. The distress it caused to the staff led to the permanent closure of the The Territorial Enterprise.
[edit] Mission Statement
Mark Twain I.S.239 is dedicated to the promotion of excellence in achievement in a climate of integrity, positive human relations, and respect for our society.
[edit] Vision Statement
We envision our school as a community of life-long learners where all members, students, staff, and parents are actively engaged in the educational process. Staff and parents are focused on empowering all students with the academic skills and rich civic, social, and arts experiences that will enable them to further their educational goals and become active, responsible, and positively contributing members of society. Students will develop important decision-making, critical thinking, and technological skills, and the ability to communicate effectively. All members of our school community will share accountability for creating a positive, supportive, and nurturing environment, and for achieving successful student outcomes through high quality, standards-based instruction.
[edit] External links
- Recent Attendance - last week's attendance figures along with year to date attendance[1]
- School Report Cards - 2004-2005 School Report Card [2]
- Ethnicity Breakdown - student population by ethnicity[3]
- Official NYCDOE Expenditures (does not include monies raised by the Parents' Association or other fund raising measure)[4]
- Detailed Budget Allocations (doesn't take into account any monies raised by the Parents' Association or other fund raising efforts like shows, yearbook advertising, etc.)[5]
- Budget Summary Including Personnel Allocations - details about personnel allocations[6]
- Building Facilities Reports - detailed reports on our physical plant[7]
