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Contact Information:

5 Cone Street
Hartford, CT 06105
(860) 695-5380 Office
(860) 722-8786 Fax

School Hours:

Monday - Friday 8:15am - 3:25pm

Early Release at Noon
2nd Wednesday of most months (dates below):
9/10, 10/8, 11/4, 12/10, 1/14, 2/17, 3/11, no April date, 5/13

Our Magnet Program

As a magnet school, we embrace our MicroSociety theme in which students from diverse backgrounds create a "miniature society" within the school community and provide our students with an innovative education for the 21st century. We pride ourselves in building tomorrow's citizens through transforming our classrooms into communities of leaders. Our theme supports leadership and entrepreneurial spirit through hands on activities aligned with a rigorous academic curriculum. Our students are all employed in ventures that encourage them to be productive and responsible citizens within our learning community. Our school boasts student involvement in a Newspaper, Student Executive Board, Peacekeepers who enforce our mantra, museums; travel agencies and reading industries at every grade level that are aligned with Connecticut Common Core Standards. The school community is one in which teachers, students, parents and community volunteers work together to build a "real world" inside the school facility.

What makes Noah Webster MicroSociety Magnet School special? View this video to find out!

Students in a MicroSociety experience a wide variety of learning environments. The six major components of the MicroSociety are: Technology, Economy, Academy, Citizenship and Government, Humanities and the Arts, and Heart; service and ethics. The MicroSociety philosophy creates powerful incentives for all children to learn.  Students write business plans, resumes and attend a job fair where they are interviewed by student business owners. Students are encouraged to evaluate curriculum when writing business plans to allow them to take control of their own learning. They use a school-wide currency to buy artifacts and purchase admission to museums, quiz shows and theaters or other items created by students. Each venture or agency is based on grade level curriculum and allows students to show what they have learned by creating museum displays, artifacts, souvenirs, plays, poems, power point presentations, quiz questions as well as several other educational activities. Students are given the opportunity to lead by becoming the manager or assistant manager of their venture or agency, allowing the teacher to facilitate rather than teach. In October, our sixth through eighth graders campaign for the offices of school president, vice president, secretary or treasurer. Students holding these positions are able to plan events and make decisions for our school such as proposing amendments to our constitution or planning a Connecticut Mastery Test "Prep" rally or a food drive. Students from all ethnic and racial backgrounds come together to create a venture or agency working cooperatively to ensure a successful business.Students in a MicroSociety experience a wide variety of learning environments. The six major components of the MicroSociety are: Technology, Economy, Academy, Citizenship and Government, Humanities and the Arts, and Heart; service and ethics. The MicroSociety philosophy creates powerful incentives for all children to learn. Students write business plans, resumes and attend a job fair where they are interviewed by student business owners. Students are encouraged to evaluate curriculum when writing business plans to allow them to take control of their own learning. They use a school-wide currency to buy artifacts and purchase admission to museums, quiz shows and theaters or other items created by students. Each venture or agency is based on grade level curriculum and allows students to show what they have learned by creating museum displays, artifacts, souvenirs, plays, poems, power point presentations, quiz questions as well as several other educational activities. Students are given the opportunity to lead by becoming the manager or assistant manager of their venture or agency, allowing the teacher to facilitate rather than teach.

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