Pathways A Weekly Collection of Information, Thoughts, Reflections and Accolades for the

Reading Public School Community September 6, 2015 Volume 2, Number 1

Upcoming Dates September 7 –

Labor Day No School

September 8-FIRE

DRILLS TODAY IN

ALL SCHOOLS;

(6:00 p.m.) Joshua

Eaton Grade K - 2

Curriculum Night

September 9 –

(After School)

Middle and High

School Building

Meetings; (2:45

p.m.) RMHS Drama

Auditions for Fall

Production; (6:30

p.m.) Killam & Birch

Meadow Curriculum

Night

September 10 –

(After School)

Elementary Building

Meetings; (2:45

p.m.) RMHS Drama

Call-backs Fall

Production; (6:30

Barrows Curriculum

Night; (6:30 p.m.)

Joshua Eaton Grade

3 – 5 Curriculum

Night

September 11 –

(2:30 p.m.) RMHS

Select Choir First

Rehearsal

September 13 –

(12:00 p.m.)

Reading Street Faire

– Downtown

(Sundown) Rosh

Hashanah begins

September 14 –

Book Faire @ Joshua

Eaton

September 15 –

(2:30 p.m.) RMHS

Welcome New Staff We have had a busy summer with the hiring of new teachers, administrators, instructional coaches, support staff, and athletic coaches. Please welcome the following new staff to our school district!

First Name Last Name Position School

Sarah Forward Grade 1 Long Term Substitute Barrows

Julie Gilchrist Grade 3 Teacher Barrows

Bethany Granoth Kindergarten Teacher Barrows

Mary Spinosa-Haladay Special Education Learning Center Teacher

Barrows

Keriann Bartley Learning Center Teacher Birch

Heather Boudreau Regular Education Paraeducator Birch

Margaret Costello Long-Term Substitute School Nurse Birch

Leica Turner Kindergarten Teacher Birch

Emily Wilson Elementary Autism Inclusion Teacher Birch

Jennifer Hodgson Cao .6 FTE Music Teacher Birch/RISE

Melissa Buganski Spanish Teacher Coolidge

Eric Castriano Special Education Learning Center Teacher

Coolidge

Janelle Chiuve Math Teacher Coolidge

Daniel Cody Science Teacher Coolidge

Nancy Gaines Science Teacher Coolidge

Nikole Hewitt Special Education Teacher (Integrated Learning Program)

Coolidge

Rhonda Holt Special Education Program Paraeducator

Coolidge

Alison Regan Special Education DLC Teacher Coolidge

Anna Wentlent Music Teacher Coolidge

Adam Blaustein Team Chairperson District

Caren Brown Math Coach District

Lizabeth Miller Team Chairperson District

Brian O'Maley Facilities Operations Manager District

Joseph Sacco Computer Technician District

Lisa Studer Board Certified Behavior Analyst District

Allison Wright Team Chairperson District

Brittany Barr (Conant) Grade 5 Teacher Eaton

Adam Derosier Grade 5 Teacher Eaton

Sandra Emery Grade 4 Teacher Eaton

Erin Flynn Grade 3 Long Term Substitute Eaton

Kelley Hardiman Grade 5 Elementary Teacher (One-Year Assignment)

Eaton

Drama Technical

Interviews; (7:00

p.m.) RMHS Drama

Improv Workshop in

the Endslow PAC

September 16 -

(After School)

Middle and High

School Building

Meetings; (5:00

p.m.) Back to School

Picnic @ Joshua

Eaton; (6:30 p.m.)

Wood End Grade

PreK-2 Curriculum

Night; (7:00 p.m.)

Senior Parent

Guidance Night in

the Endslow PAC.

September 17 -

(After School)

Elementary Building

Meetings; (6:30

p.m.) Wood End

Grade 3 – 5

Curriculum Night;

(7:00 p.m.) Parker

& Coolidge Back to

School Nights

September 18 –

Parker Middle School

Picture Day

Kristen Murphy Long-Term Substitute Grade 4 Elementary Teacher

Eaton

Nicholas Roberts Physical Education Teacher Eaton

Julie Callahan Regular Education Paraeducator Killam

Cynthia Ryan Regular Education Reading Tutor Paraeducator

Killam

Jaime Shanklin 0.5 Kindergerten Teacher Killam

Lisa Cosseboom Team Chairperson Killam/Barrows

Michelle Anderson Special Education Learning Center Paraeducator

Parker

Kimberly Bernazzani School Psychologist Parker

Julie Cohen Spanish Teacher Parker

Sheryl Cunningham-Love

Long-Term Substitute 0.5 French Teacher

Parker

Alison Donlon LLD Special Education Teacher Parker

Jessica Dougherty Grade 6 ELA Long Term Substitute Parker

Michelle Harrington Special Education Paraeducator Parker

Kathryn Kirschning Science Teacher Parker

Kimberly Moreau .5 FTE Learning Center Teacher Parker

Maria Morgan Reading Specialist Parker

Alexa Nappa School Psychologist (One-Year) Parker

Donna Testa Reg Ed Para (Office) Parker

Nicholas Trapani Math Teacher Parker

Bryan Walsh Math Teacher Parker

Mary Sage RISE Teacher Rise at WE

Allison Boutiette Varsity Field Hockey Coach RMHS

Annie Burns Girls Soccer Coaching Assistant RMHS

Christina Clawson English Teacher RMHS

Dan Donato English Teacher RMHS

Denise Ewald Social Worker RMHS

Colleen Griffin-Roland High School Math Teacher RMHS

Jennifer Hagopian Girls Varsity Soccer Coach RMHS

Michele Hintlian Long-Term Substitute Speech Language Pathologist

RMHS

Megan Holton Girls Freshman Field Hockey Coach RMHS

Megan Howie Social Studies Teacher RMHS

Kylie Kane Head Cheerleading Coach RMHS

Bristol Leiper Physics Teacher RMHS

Alexandra Lynch English Teacher RMHS

Karen Murphy School Psychologist RMHS

Beatriz Murphy High School Spanish Teacher RMHS

Samantha Pindara Student Support Coordinator RMHS

Lindsey Pinkham JV Field Hockey Coach RMHS

Peter Saltsman Physics Teacher RMHS

Alan Mosier Long-Term Music Substitute Wood End

Lisa Rezza School Psychologist Wood End

Jane Roberts Kindergarten Teacher Wood End

Kudos and Accolades Thank you to our

custodial, maintenance, secretarial and technology staff for their hard work in preparing our buildings for the start of school.

Thank you to all staff for a very smooth opening of the school year!

Kimberly Shanley Special Education Program Paraeducator

Wood End

Heather Sullivan Long-Term Substitute Wood End

Dear Student: I Don't Expect You to Be Perfect By Kyle Redford on September 1, 2015 9:00 AM from the Ed Week Teacher Blog

Every fall, I am struck by a profound sense of responsibility as parents drop their children off in my classroom. Humbled by the mixture of faith and fear inherent in that moment, I meet moms and dads who hope that I will hold their children close, appreciate their unique traits, and help them inhabit their potential. Parents of unconventional learners have come to me with stories that have left them and their child in a state of academic PTSD. These parents count on me to invest in their children enough so that I can celebrate their abilities, understand their struggles, and, in some cases, help heal their childrens' school-based wounds.

However, even with the best intentions, I will occasionally move too fast, expect too much, miss a cue, drop a ball. I might even do all of those things with the same child (I really hope not). This is a hard truth to accept, particularly because I pride myself on being an educator who advocates for students with different learning profiles.

Over the past month, a trend has developed in social media. I refer to it as the "Dear Teacher Movement." Children with learning challenges, particularly dyslexia, have taken to the internet to share letters they have written to their new teachers, communicating their hopes and dreams for the upcoming school year. In these poignant and frequently unsettling appeals, students wish to remind teachers they are trying (even when it may not look like that); that they are smart and capable (even if they struggle with certain skills); and that they have high aspirations for their own learning (which they hope their teachers will share). Implied in these letters are previous teacher failures that prompted students to share in this way.

Teaching is complex. We try hard to get it right, but sometimes we fail. Even with more than twenty-five years of teaching experience, I still have blindspots. I hope that my students know that I am not judging their potential by their spelling or speed, or confusing their school struggles with lack of effort. However, learning disabilities like dyslexia can make assessing a student's ability and effort more difficult. Often, I need my students' feedback to help me determine how to best meet their learning needs. This fall, inspired by the Dear Teacher letters, I decided to write a different kind of letter to my students at the launch of the school year.

Dear Student,

I am honored and thrilled to be your 5th grade teacher this year. I take my job very seriously, but despite my great effort and my good intentions, I sometimes fumble. Here are a few things that you should know.

1. I was not a perfect student and I don't expect you to be.

2. We all learn differently. This year I hope you will help me understand how you learn best.

3. Spelling well and reading fast make learning easier, but they have nothing to do with intelligence. I will help you become better spellers and readers, but intelligence is much more complex. Some of the best thinkers struggled with school skills. Please don't get discouraged if some skills are hard for you. It does not mean that you are stupid (at all). This year we will try to identify some strategies to make school work less frustrating.

4. Tell me if you are struggling. Effort can often be invisible. I wish I had a crystal ball, but I don't. Let me know if I assign something that feels overwhelming. That way, we can create effective supports or craft a workaround plan together.

5. Sometimes I go too fast. I get too excited or ambitious or impatient. When I do, remind me to slow down. Everyone in the class will appreciate it, including me.

6. I look forward to finding out what gets you up in the morning (besides your alarm). What are your dreams inside and outside of school? Let's try to connect them. That is where you will find the joy in learning.

Finally, sometimes school may not be easy, but it should never be miserable. Please don't suffer in silence.

Sincerely,

Kyle Redford

Teacher-writer Kyle Redford chronicles her discoveries and passions as an educator, with a focus on engaging students across the learning spectrum. Follow her on Twitter: @kyleredford

Back to School Night: Communicate Care By: Elena Aguilar, Transformational Leadership Coach

For: Edutopia Magazine

As a new teacher, Back-to-School Night terrified me. I worried that I wouldn't remember names -- the parents' names or the kids' names. I worried that I wouldn't sound like I knew what I was doing. I worried about my cultural competence --

would I appropriately address parents whose backgrounds differed from my own? I worried that I wouldn't make a good impression. I needed to remember to smile a lot, to offer positive observations about their children, and to appear calm and in control.

While there's only so much you can control about what happens during Back-to-School Night, I want to offer some suggestions for what you cancontrol. There's much that you can do in preparation to give parents what they want.

From the Perspective of a Parent

It's been 20 years since my first Back-to-School Night as a teacher, and I now stand in a different place in respect to this event because I am a parent. I want to share

Quote of the Week….

It was when I found out I could make mistakes that

I knew I was on to something.

– Ornette Coleman,

Saxophonist

what I'm most interested in and concerned about when I walk into my son's classroom that evening -- and it's not exactly what I anticipated parents would be concerned with when I was a new teacher.

Here's what I want to know from the teacher: Do you care about my kid? Do you know anything about him? Does he have a place in your classroom?

Far more important to me than how many years you've been teaching, the standards that you'll cover, or the classroom rules is whether you care about my kid. To some extent, that's all I'm actually interested in, because I don't think you'll be effective if you don't care about him.

Demonstrate Caring

If you are interested in getting to know my child, it's a good sign that you care. I will

listen for evidence of knowledge and caring in our communication. When we talk (even if it's just for a couple of minutes), do you say anything reflecting that you know who he is? What he likes and is interested in? And what he can do? I'll listen also for the questions that you ask me -- they don't have to be profound, just curious.

Here's what this would sound like coming from a teacher about my kid:

Orion was really excited about the bow-making camp he went to. In general, he seems quiet. He listens a lot and isn't the first kid to raise his hand. I'm guessing he's an introvert. But he enthusiastically talked about camp and seemed to have learned so much. Did you see that enthusiasm about camp at home?

Teachers can, of course, prepare for Back-to-School Night by figuring out what can be shared and asked about students. I acknowledge that this may not be possible if you teach secondary and have dozens or hundreds of students. But it is if you have a reasonable number.

I'll look on the walls, cubbies, and desks for indicators that you're inviting him to bring his individuality into the room. Perhaps I see a board with "Where I'm From" essays or first name acrostic poems. Maybe there's work displayed that was done by groups of students, something indicating that learning will be collaborative at times.

I might see photos of the class during the first few weeks of school, photos of my kid engaged in community building. His desk might reflect that it's his space. Maybe he's

decorated it or taped on visual tools that help him learn. Maybe there are classroom jobs and I can see that he's got a role that I know he'll shine in -- the classroom time monitor or materials organizer. Hopefully there are some classroom agreements that kids have generated and signed, and I can see my own child's scrawl on the poster.

Focus on What You Can Control

What I, as a parent, am looking for is that my child has a space metaphorically (and literally), that he belongs in this classroom. This is an indicator that you're building a learning community in your classroom. I want to know that my son will belong to a community. I want to know that adults care about him, that his peers will come to

know him beyond what they see on the outside, that the complexities of who he is as an individual, unique being will be appreciated.

Back-to-School Night can be unpredictable. You never really know what's going to happen. But you can control what the classroom looks like. You can set it up, you can prepare, and you can let the walls communicate your hopes, vision, and commitment to your students.

ELENA AGUILAR'S PROFILE

Reading Public School Happenings

First Days of School There was energy and excitement in the air for the first days of school throughout the school district. A special thanks goes out to all staff and parents who made the transition from summer to school, a seamless one.

Joshua Eaton Students and Staff Eagerly Awaiting the First Day

Parker Grade Six Students

Parker Students Enjoying a Moment Before School Starts

Disney Tweet of the Week

Remember, the journey of a thousand miles begins

with the first step.

–Rafiki (The Lion King 1½)

Barrows Kindergarten Student Taking a Well Deserved Nap at Lunch

Barrows Student Busily Working on First Day of School

Coolidge Staff singing at the Coolidge Opening Core Values Assembly

Stepping Stones… We have posted a position on School Spring. If interested, please visit

www.schoolspring.com to view the job details.

Learning Center Paraeducator (60 Hours Biweekly), Coolidge Middle School

JOB ID #1962994

Middle School Student Support Program (SSP) Teacher, Coolidge Middle School

JOB ID #1956254

Grade 6 English Language Arts - Long-Term Substitute, Parker Middle School

JOB ID #1958504

Regular Education Paraeducator for Half-Day Kindergarten, Birch Meadow Elementary School

JOB ID #1955234

Special Education Paraeducator, Wood End Elementary School

JOB ID #1964014

Girls Ice Hockey Assistant Coach, Reading Memorial High School

JOB ID #1973754

District Wide ELL Teacher, Reading Public Schools JOB ID #1978534

RCASA Feature Film on Opioid Use-Reading Coalition Against Substance Abuse,

Mystic Valley Opioid Abuse Prevention Collaborative of Massachusetts, and their supporters will be presenting a Mark Wahlberg Youth Foundation, Millennium Health, and WAHL St. production of “IF ONLY”, free of charge. Co-written by James Wahlberg and Michael Yebba and filmed in Tewksbury, including local residents, with production assistance from Marc Ginsberg of the Tewksbury Country Club. The short movie follows the story of two teenage boys who experiment with and become addicted to opioids. The intent of the creators is to educate young people on how quickly drug use can spiral into addiction. Appropriate for ages 12 and up. Join us, guest speakers, and a Q+A panel of professionals during National Recovery Month, September 30th, at Jordan’s Furniture IMAX theater, 7-9pm. Because of seating capacity, reservations are necessary at http://bit.ly/rcasa or call RCASA at 781-942-6756.

Contact Us

The Journey newsletter is published weekly for Reading Public School Staff. If you have anything that you would like to share, please email your information to John Doherty at john.doherty@reading.k12.ma.us

Blazing Trails…. "A More Holistic Approach To Technology Planning." "It can be more effective and meet more desired outcomes if we step back and consider what we are doing, why we are doing, how we will get there and how will we know we've arrived," writes ASCD EDge community member Steven Anderson. In a recent blog post, Anderson explains how the technology planning process can go wrong and what's involved in a more holistic approach to technology planning. Read More

"Students Advise New Teachers: From Structure Comes Freedom." "As a new teacher, you'll find that what students want and what you can provide is structure," writes teacher Jean Jolley. In a recent ASCD Express article, Jolley explains why she regularly surveys her students about her classes and the biggest lessons she's learned from their responses. Read More

"3 Ways to Start the Year off Right." "As summer winds down and the start to school begins in a few weeks for many students and schools, starting the year on a successful note is essential for a year full of learning, memories and experiences. There are three ways educators can prepare for a successful year," writes ASCD EDge community member Matt Wachel. Read More

"Grades Should Reward Students at Their Best." "Grading policies that reward students at their best create students who are healthy, safe, engaged, supported, and challenged!" writes ASCD author Andrew Miller. In a recent Inservice post, Miller explains why educators should reward students at their best, and not punish them in the learning process. Read More

"Top 4 Graduation Rate Takeaways." U.S. graduation rates have been the focus of increased attention from both educators and policymakers. With the majority of states now implementing more rigorous academic standards, attention toward the graduation rate is unlikely to subside. ASCD's latest issue of Policy Points highlights what you need to know about the nation's graduation rate. You'll find the top takeaways, as well as insight from district leaders about the efforts their schools are implementing to increase local graduation rates. Read More

"UK Expands 'Mastery' Approach to Math Instruction." The introduction of Chinese-style math lessons in England's schools has been so successful that officials say they plan to expand the program. The approach focuses on "mastery," in which students of all skill levels are taught every step of a math problem to ensure they understand the material before moving on to the next lesson. Read More

Have a Great Week!