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Our Mission is to inspire and prepare all students to realize their potential and enhance our global community.

Staff Technology Resources 


The Google Classroom - WHPS page

iPad Training - WHPS page

CCSS Lessons


File Conversions/Downloads


School Tube – Post your educational content, then embed the code in your blog


Free Play Music – Search mp3 music by keyword, style, or feel to add background music to your digital stories


Resize Web Images



Chirbit - Embed your audio or voice anywhere online including Twitter

Twitpic - Share photos and videos on twitter


Photo Story 3 Download




Aspect Ratio Calculator – for resizing images


Leadership Lessons from Dancing Guy, by Derek Sivers


Adora Svitak: What adults can learn from kids. TED Talk

QR Codes in the classroom




Guiding Students to Have Productive and Polite Online Discourse

In a sidebar of an interview by Jan Umphrey in Principal Leadership, Catlin Tucker suggests the following do’s and don’ts for students’ online discussions:


  • Address peers by name to create a friendly online tone.


  • Avoid slang and jargon; it may be familiar to you but not to others.


  • Don’t use all capitals. It comes across as yelling.


  • Avoid emotional punctuation like exclamation points unless you’re complimenting someone’s idea.


  • Read questions and conversation postings carefully (don’t skim), listen to all ideas presented, and ask questions if something is unclear.


  • Compliment peers when they post strong responses or contribute original ideas.


  • Be respectful and considerate; remember that your peers can’t see your body language or hear your tone of voice.


  • Critique the content, not the person. Focus on what’s said, not the person who said it.


  • Respond rather than reacting. Don’t write a response if you are angry. Read over your posts before sending: are your ideas clear and supported?


  • Avoid sarcasm, which can lead to tensions and hurt feelings.


  • Don’t present your personal opinions as fact. Back up ideas with details, evidence, and examples.


  • When disagreeing, use “I statements” and present ideas in a constructive manner that encourages further dialogue.


  • Remember that there are no right or wrong answers in a discussion; a variety of perspectives is helpful.

Tucker also suggests sharing the following sentence starters as models for students:


  • Rebecca’s comment made me think about ______________.


  • Although Rio made a strong point that _______________, I think _____________.


  • I respectfully disagree with Zach’s assertion that ____________ because __________.


  • I had not thought about Leigh’s point that ______________.


  • Even through Dalia’s point is valid, I tend to ________________.


  • In contrast to Michelle’s point, ________________.


  • Bradley highlighted some key ideas when he said _____________.


  • Lulu, can you clarify your statement that ______________.


  • Carmen, your posting reminded me of ______________.


  • Nadya’s observation that ______________ reflects _______________.


  • Marcella, do you agree (or disagree) with _____________?


  • Robin, how would you define _______________?


  • Like Amaya, I also connected _____________ to _______________.

“Blended Learning”: An Interview of Catlin Tucker by Jan Umphrey in Principal Leadership, September 2013 (Vol. 14, #1, p. 36-41), www.nassp.org; these are excerpted from Tucker’s book, Blended Learning in Grades 4-12 (Corwin, 2012, p. 63-65).

Upcoming Events

  • April 2019
    • FriApr19 Good Friday- NO SCHOOL
    • MonApr22 Student-Led Star Assembly (Grades 1-5: 2-2:30, PreK & K 2:45-3:10)

Charter Oak International Academy

425 Oakwood Ave., West Hartford, CT 06110

Juan Melián, Principal

T: 860-233-8506

F: 860-761-1244

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