April 2017

Volume 5, Issue 6

Westerly Public Schools

From the Desk of the Assistant Superintendent

INSIDE THIS ISSUE

What’s New in Early Childhood

Education? .............................. 2

Westerly & FUSE RI ................2

Reading Integration .................4

Meet Jon Kimpton ................... 5

FOSS Science in Grade 4 .........6

Math Report– WHS Edition ...6

Research-Based Instruction for

ELL Students: Part II .............. 7

Who Wants to be a

Mathematician? ....................... 7

Guidance Update .................... 8

PK/WHS Connections ............ 8

ELA @ WHS ............................9

Hasbro Summer Learning .......9

Save the Date! Attack the Track

................................................ 10

Social Studies @ WHS ........... 10

Look Who’s Reading .............. 11

Art Review .............................. 12

Superintendent’s Corner ....... 14

THE THOUGHTFUL CLASSROOM

At a recent ASCD conference, I attended a session entitled The Thoughtful

Classroom presented by Harvey Silver. The presentation asked the age-old, yet

endlessly relevant question “Are teaching and leadership art or science?” The

discussion was robust and passionate with attendees explaining that teaching and

leadership both require relationships, human compassion and understanding along

with data collection and analysis, research-based practices, and standards to clarify

what students need to know.

Dr. Silver pushed participants by proposing that teaching is craft-like. He asked,

“What does a jeweler need to be successful?” and teased out the answer from

participants. A jeweler needs to know and understand the science of metals and use

this knowledge to create jewelry that will be durable and strong. But, a jeweler also

needs to have an artistic eye being able to create pieces of beauty. A jeweler also

needs to understand what the customer desires or wants what is he/she looking for in

the final product to make the customer happy. The final result evidences the beauty

when science and art are meshed into craft.

He then asked, “How would learning to see and act in a craft- like way improve our

practice and help us become more thoughtful educators?”

I began to think about the definition of “thoughtful.” Merriam-Webster defines

thoughtful as:

1(a): absorbed in thought (b): characterized by careful reasoned thinking

2(a): having thoughts (b): given to or chosen or made with heedful

anticipation of the needs and wants of others

Based on this definition, the idea of “The Thoughtful Classroom” makes complete

sense. The first half of the definition speaks to the critical thinking and reasoning skills

that are presented, practiced and assessed throughout the K-12 curriculum, while the

second half of the definition surely reflects the work of teachers who are thinking at all

times about the needs of their students.

Seeking thoughtfulness in the classroom, therefore, is an ongoing quest which calls

for constant reflection, risk taking, learning, and practice. We want our graduates to

communicate effectively, think critically, solve problems, research to reach reasonable

(Continued on page 3)

This year Westerly Public Schools has

partnered with the Highlander Institute’s

FUSE RI program. The goal of FUSE RI is to

advance the implementation of blended and personalized

learning practices across the state of Rhode Island. For the

next two years, eight of our teachers are paired with two

FUSE Fellows from other districts in the state to help bring

best practice into their classrooms. The teachers (our Early

Adopters) are Karyn Champlin, Melissa Evans, Becky

Jones, Ide Koulbanis, Chris Ritacco, Ellie Saint, Nancy

Siler, and Donna Welch.

A district team comprised of the Early Adopters, our FUSE

Fellows, School Principals, Central Administration

Leadership, and representatives from the Highlander

Institute drafted a vision statement to guide our work. The

Westerly Public School’s Blended Learning Vision

Statement is:

“By supporting the educators and students with tools and

resources, the Westerly Public Schools aims to Inspire,

Challenge, and Personalize learning through a blended

learning approach to instruction that empowers all learners

to reach their highest potential and fosters a learning

community culture with a growth mindset.”

Our teachers will have three embedded coaching days on

site with our FUSE Fellows. The coaching days consist of

observations of classes and a debriefing conference

afterwards. During the two year coaching cycle, Westerly’s

team (Early Adopters and FUSE fellows) will focus on:

Students having a choice in how they learn

Students having choices in how they demonstrate

their understanding,

Digital tools allowing for students to move at their own

pace

Activities (online/offline – without the teacher) being

differentiated based on student needs.

Not only will our Early Adopters have coaching days in

district with our Fuse Fellows, but they will also visit model

classrooms in the state. We are excited about the new

strategies and techniques that our Early Adopters will learn

and share with colleagues in the district.

Westerly Public Schools also has three teachers who are

participating as FUSE Fellows in other districts in the state.

These teachers are Kristen Federico, Erica DeVoe, and

Amanda Murphy.

Mary Nancy Toscano, WHS Assistant Principal

- 2 -

WHAT’S NEW IN EARLY CHILDHOOD EDUCATION?

WESTERLY & FUSE RI

The Westerly Inclusion Preschool children show-

cased their artistic talents at the “Celebration of

Different Abilities”. Teachers submitted art work

from “children of all abilities”. The theme for their

work is quilting. Although each piece of a quilt is

different, when the pieces come together it creates

one big blanket. Such as the makeup of our class-

rooms, acknowledging each individual child but

when we all come together we are a family of

friends!!

Make sure you look for the “Preschool Quilt!” Christina Allen, Early Childhood Coordinator

conclusions, engage in self-reflection, to be self directed learners, and responsible citizens. All of these outcomes

require thoughtfulness.

Reflecting on education from this perspective, it makes sense that the craft of teaching, inclusive of both art and

science, becomes the strategy to support the beauty of learning.

Alicia J. Storey, Assistant Superintendent

Citations

Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. New York: McKinsey & Co.

Silver, Harvey (2017) Thoughtful Classroom Silver Strong & Associates

(Continued from page 1) THE THOUGHTFUL CLASSROOM

- 3 -

Harvey Silver is the author of many books that address the craft of teaching, all of which have instruction firmly at

the center. He contends that “Research and experience prove beyond a shadow of a doubt that classroom

instruction has far more impact on student learning than any other factor.” “The only way to improve outcomes is to

improve instruction.” (2007, Barber, M., & Mourshed, M.) His model for effective teaching is organized around three

(3) domains: Cornerstones of effective classrooms, instructional design and delivery, and professional practice.

Silver holds that the cornerstones of effective classrooms are:

1. Organization, rules, and procedures

2. Positive relationships

3. Engagement and enjoyment

4. A culture of thinking and learning

These four foundational dimensions have been adapted from the preeminent research on teacher effectiveness.

“These cornerstones represent the universal elements of quality instruction, whether in a kindergarten class, an AP

Physics lab, or anywhere in between.”

Silver and his associates identify “five critical episodes that maximize learning and motivate all students to do their

best work. In these five episodes, teachers work towards distinct instructional purposes.” The five critical episodes of

instructional design and delivery include:

1. Preparing students for new learning

2. Presenting new learning

3. Deepening and reinforcing new learning

4. Applying learning

5. Reflecting on and celebrating new learning

Professional Practice, according to Silver attends to: “How committed is the teacher to professional growth and

continuous learning? How committed is the teacher to making meaningful contributions to the larger school

community? How committed is the teacher to professionalism?”

HARVEY SILVER ON IMPROVING INSTRUCTION

Should all school reading take place in reading or English classes? No. The national

initiative of reading across the curriculum is of high priority as we prepare our students for

the kind of text they will encounter in college and at work. It is necessary for primary

teachers to incorporate mathematics, science, and history texts into reading blocks. As

students move up through the levels, students need to be explicitly taught how to

understand disciplinary materials in content-area classes. Students continue to need

teacher modeling, think-alouds, and strategy lessons to help them achieve the level of rigor

in the CCSS. As students work with shorter texts, fiction and nonfiction trade books, primary

sources, and web content, we must create time for independent reading in all content

areas. This means having reading materials at a wide range of levels in all of our

classrooms.

In a publication entitled, Integrating Reading, Science, and Social Studies: Using the Bogan

Differentiated Instruction Model by Barry L. Bogan, Ethel King-McKenzie, and Bongani D.

Bantwini, the following claims about subject integration are made:

Over the past decades, there has been an outcry regarding the unsatisfactory attention

given to the teaching and learning of both science education and social studies (Glenn,

2000; Honey, 2011). Many elementary teachers report that they simply do not have time to

teach social studies, and therefore, it is often reduced to a place of minor importance

(Kaplan, 2002; McCaIl, 2004; Van Fossen, 2005; Vogler, Lintner, Lipscomb, Knopf, &

Heafner, 2007). Researchers have indicated that social studies is viewed as not important

and is sometimes considered as an enrichment or second-ranked subject (Hinde, 2005;

Houser, 1995; Thornton & Houser, 1996; Wade, 2002). Social studies instruction in the

early childhood/elementary years, however, is the essential foundation for students to

become active and responsible citizens in a diverse, interdependent, and democratic

society. It is unlikely that teachers in middle and senior high schools will be successful in

preparing effective citizens if social studies instruction is neglected in the earlier years.

Similar observations have also been made about science education.

According to Pass and Moseley (2009), subject integration provides an opportunity for

students to make natural and meaningful connections between and among multiple content

areas. Both the NCSS (National Council of Social Studies) (1994) and the National Science

Teachers Association (NRC, 1996) have long supported the integration of social studies

and science with other content areas in order for students to make meaningful connections

and develop significant understandings of important concepts. Literature identifies science

(Continued on page 13)

“Social studies

instruction in the

early childhood/

elementary years,

however, is the

essential foundation

for students to

become active and

responsible citizens

in a diverse,

interdependent, and

democratic society.”

- 4 -

READING INTEGRATION

What is your educational background?

BA and MA from Queens College (City University of NY)

PhD Clinical Psychology University of RI

Predoctoral Residency in Clinical Psychology with emphasis in Neuropsychology and Behavioral Medicine - University of South Florida/VA Medical Complex

Postdoctoral Training in Neuropsychology – NYU Medical Center outpatient facility

Respecialization in School Psychology – University of RI

List 5 adjectives that describe yourself.

Agreeable, open-minded, perfectionistic, conscientious, thoughtful

What are you currently reading for enjoyment?

Alone Together: Why We Expect More from Technology and Less from Each Other by Sherry Turkle

What interests do you pursue outside of the classroom?

Spending time with my wife, daughter, and yellow lab, beachwalking, hiking, exercise, soccer, travel

When did you decide to become a teacher, and why did you

choose this field?

I was a sophomore in college and took Psych101 for liberal arts credit. I appreciated the science related to understanding individuals and sociocultural influences on behavior and mental health. The diversity of the field and varied courses of study drew me in.

What is your philosophy of education?

Every child wants to do well and to learn. Some have unique challenges that require different pedagogical approaches to facilitate learning. The proverb, When the student is ready, the teacher will appear doesn’t solve the problem of how to prepare children to be ready to learn. Understanding in what stage of readiness a student may be in can help to individualize approaches to help them along the continuum of change.

What do you think is the greatest challenge facing

students today?

Navigating relationships and self-identity in the age of social media and being constantly connected but alone.

Jon Kimpton is the district Behavior Specialist.

- 5 -

NEW TEACHER:

MEET JON KIMPTON

Grade 4 in Bradford uses FOSS, Full Option Science System by

Delta Education to teach and assess knowledge in Science. A

convenient online assessment tool provides access to both

formative and summative assessments. Teachers can create

diagnostic summary reports that show progress, inform

instruction, and can also be used to show both students and

parents what still needs to be worked on.

FOSS I-Checks provide various opportunities throughout each

investigation to assess core ideas, science and engineering

practice, and crosscutting concepts. Easy to use resources help

teachers to anticipate possible confusion, check for

understanding along the way, adjust instruction, and provide feedback and clarification while the content is still being

taught. Students and parents can access the FOSS classroom from school or home with FOSSweb multimedia where

videos and tutorials provide valuable resources for instruction, support, and differentiation. There is a constant press for

time during the school day to accomplish as much as possible; efficient science assessment through FOSSmap helps to

streamline that necessary task.

With FOSS, students are given the opportunity to work like scientists to answer questions and solve problems- providing

essential practice for the Science NECAP test. Bradford Grade 4 also uses Science NECAP released test items from

previous years, to prepare for the types of inquiry tasks they will be required to complete for NECAP, and to build stamina

for the rigorous written responses that will be expected of them.

Nancy Siler, Grade 4 Teacher

FULL OPTION SCIENCE SYSTEM (FOSS)

- 6 -

Math Team: Mrs. Livingston and Ms. Xu took 29

mathletes to the last meet at Narragansett HS and

the kids placed 2nd in the division. SK, NK, Prout,

Narragansett, and Chairho were there and Westerly

had the biggest representation. Two students were

the top scorers for the team. One student had his

personal best score and another got a perfect score on the Algebra 2 round. For the second year in a row, WHS has the

maximum number of students that a school can have on the team, and there are many students who come by to inquire

about joining!

P-TECH: The P-Tech students recently went on a field trip to Tiffany’s Co. in Cumberland, RI where they learned about

the math and manufacturing that goes into making trophy’s for national sports teams.

Mathematics/and Art department collaboration: A one–point perspective mural on the 3rd floor in Babcock Hall is

nearing completion.

Algebra and Geometry: Students are preparing to take PARCC in the computer labs and with practice problems. Also

City planning and design has been taking place in Geometry using parallel and transversal lines

AP Calculus: Students are nearly ready to take the AP test in May. The scores last year exceed the states average.

A Grant for PD on personalization was awarded: The Department has been expanding their teaching repertoire to

include personalization in the classroom with the help of The RI Association of Secondary Schools Principals.

Jennifer Johnson Octeau, WHS Mathematics Department Chair

MATH REPORT– WHS EDITION

On May 11, 2016, Education Week featured an article, “Teaching

English-Language Learners: What Does Research Tell Us?” by Sarah

D. Sparks. According to this article, research has continued to consider

the best way to educate English Language Learners. The federal

government has also provided laws to support these students; however,

the challenge of their English Language proficiency still exists.

As Sparks stated in this article, although ELL students begin their academic careers at different proficiency levels,

the newest version of the federal law mandates that districts bring students to full proficiency in three years. There is

a landmark study of California ELLs that provided a timeline for language proficiency. According to the study, oral

language for English takes three to five years, and academic English proficiency takes five to seven years (Sparks).

This landmark study established a standard which has been drastically altered by this federal law. Additionally,

“federal law requires districts to take into account an ELL’s English Language proficiency level, grade, educational

background and in some cases native-language to determine services” (Sparks). Even with the knowledge of the

English Language Learner taken into consideration, the concern is apparently the length of time it takes an ELL

student to obtain proficiency has an outcome on future academic success. Proficiency levels and timelines are not

the same for every student, and federal law is weighing in on this situation.

The Institution of Education Sciences, the Education Department’s research agency, emphasizes the use of

effective practices with ELL students. Among these strategies are the intensive teaching of academic vocabulary,

integration of spoken and written English in content-area teaching, ongoing structured chances to develop writing,

and small group interventions for students with specific problems in literacy or language development.

Currently, “over 45 states are use World-Class Instructional Design and Assessment, WIDA, and the ELPA 2 test to

access English Language proficiency” (Sparks). With this commonality in testing, “studies will be able to compare

proficiency and achievement across different states. These studies will lead to the ability to better compare different

states, approaches to identifying, supporting, and reclassifying English Language Learners” (Sparks). Eventually,

the ability to view language development may exist across the nation.

Beth Melillo, ELL Coordinator

Works Cited: Sparks, Sarah D. “Teaching English-Language Learners: What Does Research Tell Us?” Education

Week, vol. 35, no. 30, 11 May 2016, pp. 3–6. www.edweek.org.

- 7 -

RESEARCH-BASED INSTRUCTION

FOR ELL STUDENTS: PART III

WHO WANTS TO BE A

MATHEMATICIAN?

WHS Mathlete Julianna was selected to

participate in the “Who Wants to be a

Mathematician” Contest at Providence College

on March 23rd. Only the top ten math students

in the state are invited to compete. Students

are selected based on their pre-qualification

test scores. A math-loving Dawg Pound

cheering squad of 45 students attended the

event to cheer for Julianna, who placed fifth in

the competition. Congratulations Julianna!

During the month of April, leading up to Earth Day, Ms.

Leanne’s preschool class has been learning all about the

Earth and the importance of Reducing, Reusing and

Recycling. The children have been using Recycled

materials within their learning environment including

making bird feeders out of plastic bottles, creating a

pretend super market using empty food containers and

constructing buildings using toilet paper rolls and empty

cereal boxes. Mrs. Leitz’s Freshman Physical Science

Honors class recently invited the preschool students to

join them in their classroom at the Ward Building to

demonstrate the Rube Goldberg Machines they were

displaying as part of the district’s annual STEAM event.

Most of the materials that high school students used to

make their projects were recycled and reused materials.

The Preschoolers enjoyed talking into Tin Cans, playing

on musical instruments and making marbles navigate

through mazes! Thank you to the High School Students

and Mrs. Leitz. We loved being able to learn by doing!

Chris Allen, Early Childhood Coordinator

- 8 -

GUIDANCE UPDATE

The local scholarship fair was held on March 8 and 9 for seniors. Seniors

had until April 10 at 7:15am to complete their scholarship applications. Last

year $173,140 in scholarships was given out at Baccalaureate to 110

seniors. We are thankful for the generosity of those who award money to

our students.

Our Second Annual College Fair was held on March 29. Over fifty colleges

were in attendance. All students’ grades 9 – 12 had the opportunity to attend the fair. We also hosted a Career

Fair on April 13.

All students including grade 8 have met with their school counselor individually to discuss their schedule

choices for next year and update their four year plan. At this meeting school counselors talk with students

about their future career and college goals to ensure they are scheduling courses to meet their goals after high

school.

Juniors: All juniors took the SAT on April 5 for free during the school day.

Amy Roy, Guidance Counselor

PRESCHOOL/HIGH SCHOOL

CONNECTIONS

Preschool Students Payten Turner & Kai Brown watch as Freshman

Physical Science Honors student Rocco Cilino demonstrates a Rube

Goldberg Machine in Ms. Leitz’s high school science lab.

- 9 -

Austrian poet, Rainer Maria Rilke once wrote, “Spring has returned. The Earth is like

a child that knows poems.” In the spirit of Rilke’s words, the English Department at

WHS is gearing up for a busy month ahead celebrating the beauty of words in their

many forms. We are in the midst of planning our annual Poetry Night to celebrate

National Poetry Month. The event will be Tuesday, 4/25 from 5:30-7 in the HS Library

Media Center. Join us for a night of reading, writing, and talking about poetry. In an

effort to revive past celebrations of student work, we are also organizing ourselves to

bring back the Otis P. Chapman Prize Speaking Contest and Martha C. Babcock

Essay Contest for high school students. Both contests have a cash prize and celebrate the talented speakers and writers in

our student body.

As a department, we continue to reflect upon our instruction and assessment practices so that the work in our classrooms is

relevant, meaningful, and applicable to students’ lives. Representatives from the department have been earnestly digging

into the curriculum work requested by Ms. Storey, analyzing the gaps in our current curriculum, and revising units and

assessments to address those gaps. We welcome visitors from across the building and district into our classrooms to

observe or ask questions any time.

Erica DeVoe, WHS ELA Teacher & Department Chair

ELA @ WHS

- 10 -

A sure sign of spring in the Westerly School District is our annual “Attack the Track and Community Health Fair”.

This year planning is well underway and is expected to be our biggest yet. This event is planned with our elemen-

tary students, grades k-5, in mind to promote physical activity and healthy lifestyles. The WHS track team does a

remarkable job under the guidance of their coaches leading the kids through track and field events at the Westerly

High School Track. Highlights of the evening include:

WEEF teacher/staff mile relay “Race for Education”

Obstacle course, bouncy house and dunk tank provided by Jumparoo Zoo

Ga Ga Pit provided by YMCA Camp Watchaug

Live demonstrations by Keifer’s Marshall Arts

Food provided by WHS ‘s Highland Grille

We are very excited, thanks to Mrs. Blier and fellow school nurse teachers, to be including a health fair on the same

evening. Come visit our participating vendors!

Arrowhead Dental

Dept. of Transportation

Healthy Minds Healthy Bodies

McQuades Pharmacy

Rhode Island Blood Center

South County Hospital

URI Tick Disease Prevention

Westerly Ambulance Corps.

Westerly Police Dept.

So save the date: May 17th, 5:30 pm at the WHS track.

SAVE THE DATE!

The Social Studies department has been busy this year working to further personalize learning for our students.

Teachers have read professional articles, studied sample lessons on Teaching Channel, and experimented with a

number of new strategies in their classes. Recently the department received approval for a new course called Ripped

from the Headlines for students who have a personal interest in current events. Students will be able to earn their US

history credit by examining the development of the American nation not in a chronological fashion, but by looking

through the lens of modern events and tracing their root causes to its origins. It’s one of many courses offered in So-

cial Studies that allows students to pursue their personal interests. Last year the department began collaborating with

English teachers to develop an alternative to the traditional World History course. In Humanities, ninth grade students

enroll for two blocks with both a Social Studies and English teacher who guide students through a project-based learn-

ing experience that broadens their understanding of their world and the human experience.

Teachers have also been investigating inquiry based learning to help engage students in developing their curiosities

and critical thinking skills. Inquiry based learning is an approach that begins by asking questions or raising problems

instead of learning undisputed facts without an opportunity to expand their depth of knowledge. In April, the depart-

ment will host Dr. Julie Coiro from the University of Rhode Island, who will share her nationally recognized expertise in

digital inquiry and literacy.

Amy Vitterito, WMS Teacher

SOCIAL STUDIES UPDATE

Reviewer Name: Emma

Title: Dear Whiskers

Author: Ann Whitehead

I loved the book Dear Whiskers. It started out

as a normal kid book but as you read more

and more of the book, it seeps into your

heart, and if you are anything like my

grandmother you will cry. I would

recommend this to anyone big or small.

LOOK WHO’S READING

“...as you read

more and more of

the book, it seeps

into your heart,

and if you are

anything like my

grandmother you

will cry.”

-Emma

- 11 -

Reviewer Name: Nathanael

Title: Big Nate and Friends

Author: Lincoln Pierce

I recommend Big Nate and Friends

because if you like comics then you will

love this book. There are jokes, Nate’s

cheese doodle record, and even chess. My

favorite part was when Nate and Francis

were calling each other names.

Reviewer Name: Julz

Title: Ever After High: A Wonderlandiful

World

Author: Shannon Hale

I’m passionate about fiction books because

they can have magic and things that don't

actually exist. Right now, I’m reading Ever

After High: A Wonderlandiful World. This

book has a bunch of famous fairy tale people

kids like Pinnochio, the Evil Queen, and

Snow White, and each kid has their own

power or destiny. If you like fairy tale movie

characters, then you will like this book and

the fairy tale kids.

EYE OF THE BEHOLDER

“Art enables us to find ourselves and lose ourselves

at the same time.”

-Thomas Merton

I have always admired tissue

paper art. It has been a

favorite of mine since I was young.

One of my favorite things to do is stroll

through art festivals admiring artists

who use collage in their art. It’s no

wonder that I am intrigued by the works

of Eric Carle. His tissue paper

illustrations are bold, colorful and eye-

catching. My all-time favorites are: The

Very Hungry Caterpillar, The Tiny

Seed, Mister Seahorse, and A House

for Hermit Crab, just to name a few. I

have a wide variety of his books in my

classroom library. My students share

my admiration for Eric Carle, the author

and illustrator, and seem to always

have one of his books in their reading

book bags.

How does Eric Carle create his

illustrations?

“Eric Carle begins with plain tissue

paper and paints it with different colors,

using acrylics. Sometimes he paints

with a wide brush, sometimes with a

narrow brush. Sometimes his strokes

are straight, and sometimes they’re

wavy. Sometimes he paints with his

fingers. Or he paints on a piece of

carpet, sponge, or burlap and then

uses that like a stamp on his tissue

papers to create different textures.”

http://www.eric-carle.com

If you want to see Eric Carle’s picture

book art I would recommend visiting

The Eric Carle Museum of Picture Book

Art in Amherst, MA. It is truly amazing

for young and old to see.

Laurie Schoeder, Grade One Teacher

“My students

share my

admiration for Eric

Carle, the author

and illustrator, and

seem to always

have one of his

books in their

reading book

bags.”

- 12 -

and reading as disciplines that share common goals that are also reflected in the NSES (National Science

Education Standards) (NRC, 1996) and the Standards for the English Language Arts (NCTE (National Council of

Teachers of English)/IRA (International Reading Association), 1996). According to NCTE and IRA, the purposes of

reading are “first, to acquire new information; second, to respond to the needs and demands of society and the

workplace; and thirdly, for personal fulfillment”. This goal is quite similar to the goals for science education

enumerated by the NSES. Clearly, the goals of reading and science education are similar. They prepare students to

acquire information and use that information personally and globally.

In conclusion, one of the main objectives of teachers and administrators is to deliver instructional methodology to

students for academic growth. The concept of using an integrated curriculum provides an avenue in which

pedagogy can be expanded across content areas to meet such an objective.

Lisa Connelly, ELA Coordinator

(Continued from page 4)

Bogan Differentiated Instruction Model

- 13 -

SUPERINTENDENT’S CORNER

Desiderata

Go placidly amid the noise and haste,

and remember what peace there may be in silence.

As far as possible without surrender

be on good terms with all persons.

Speak your truth quietly and clearly;

and listen to others,

even the dull and the ignorant;

they too have their story.

Avoid loud and aggressive persons,

they are vexations to the spirit.

If you compare yourself with others,

you may become vain and bitter;

for always there will be greater and lesser persons than yourself.

Enjoy your achievements as well as your plans.

Keep interested in your own career, however humble;

it is a real possession in the changing fortunes of time.

Exercise caution in your business affairs;

for the world is full of trickery.

But let this not blind you to what virtue there is;

many persons strive for high ideals;

and everywhere life is full of heroism.

Be yourself.

Especially, do not feign affection.

Neither be cynical about love;

for in the face of all aridity and disenchantment

it is as perennial as the grass.

Take kindly the counsel of the years,

gracefully surrendering the things of youth.

Nurture strength of spirit to shield you in sudden misfortune.

But do not distress yourself with dark imaginings.

Many fears are born of fatigue and loneliness.

Beyond a wholesome discipline,

be gentle with yourself.

You are a child of the universe,

no less than the trees and the stars;

you have a right to be here.

And whether or not it is clear to you,

no doubt the universe is unfolding as it should.

Therefore be at peace with God,

whatever you conceive Him to be,

and whatever your labors and aspirations,

in the noisy confusion of life keep peace with your soul.

With all its sham, drudgery, and broken dreams,

it is still a beautiful world.

Be cheerful.

Strive to be happy.

Max Ehrmann, Desiderata, Copyright 1952

Throughout my life I have attempted to live by

these words.

Dr. Roy M. Seitsinger, Jr., Ph.D.