Around the Schoolyard Have Schools Gone to the Dogs? Therapy Dogs in Schools

 round the Schoolyard

Have Schools Gone to the Dogs? Therapy Dogs in Schools

Karly Ronan, Special Education Teacher & Glen McKay, Hood School Principal

During the 2022-2023 the J. Turner Hood Elementary School piloted and implemented the use of therapy (comfort) dog services and we are excited to report that we have reintroduced this practice this school year. We are fortunate to have the dynamic duo of Jeff Borkowski and Logan as our therapy dog team. Logan is a certified therapy dog through the Alliance of Therapy Dogs. Both he and his handler, Mr. Jeff Borkowski (a North Reading resident and North Reading parent) have gone through extensive training and classroom preparation to receive this certification.

Jeff and Logan have been attending weekly visits to the Hood School since November 2022. They have participated in small group reading sessions, whole class visits, and have supported students’ social emotional learning. As a team, they happily welcome and interact with all students equally. Not only do the students enjoy their visits, but the Hood School staff also benefits from seeing this amazing duo walk through the front doors. The smiles and excitement from students and staff mimic the happy tail wagging and appreciative cuddles from Logan.

According to the literature, therapy dog work dates back to use in hospitals in the 1970s, but it has become more prevalent in recent decades, especially in educational settings. In the 1800s, Florence Nightingale observed that small pets reduced the levels of anxiety and stress in adult and youth psychiatric patients. This began a wave of informal experiments involving animal interaction with humans to produce a calming effect on patients suffering from anxiety.  More recently, Elaine Smith established the first therapy dog organization in 1976 after observing the positive effects of dogs on hospital patients during her work as a registered nurse.

As this practice has evolved, more schools have joined in the movement. It is important to know that school therapy dogs are not just classroom pets. Rather, school social workers, counselors, physical therapists, behavior interventionists, and special education teachers integrate them into specific tasks with students. Students can bond readily with therapy dogs, feeling more connected and confident.

The benefits are numerous according to the literature. Through this research, we have learned the following:

• Studies show that this helps reduce negative behavior in children. 

• Spending time with dogs also helps improve children's mental well-being. 

• A 2019 study published by the National Institute of Health found that a dog present in the classroom promotes a positive mood and provides significant anti-stress effects on the body. 

• A study conducted by the University of California on canine reading programs found that students who participated in one program increased their reading fluency by between 12 percent and 30 percent. 

• Therapy dogs help children learn social skills, preventing social isolation. Interaction with therapy dogs has also been found to cause a social catalyst effect, and this further helps improve the stimulation of social behavior. 

It is important to also understand the connection that this program has to our goals, specifically focusing on improving the school climate and the emotional experience of students, teachers and staff members.  We have observed many of the previously noted positive effects of the use of therapy dogs in schools. Most importantly, the school experience is improved as students and staff are clearly in elevated moods as soon as the pair enter the building.  Logan and Jeff are frequently being read to and according to Adriana, a grade 5 student,  when she reads to him, he shares “the most adorable yawn and goes into downward dog. I feel happy when I read stories to him.”

The Hood School Communication Board

The Hood School Communication Board

Dr. Jaclyn Dowd, Hood School Psychologist

 

The J. Turner Hood School has graciously received a communication board that was installed at the playground of the school. During a recent schoolwide presentation on responsibility, our principal, Dr. McKay presented the new inclusionary tool to the staff and students. As the focus of the meeting was on responsibility, Dr. McKay shared that “All students have a responsibility to be good citizens and include everyone.” 

 

This new communication tool will enable the students to do exactly that by:

 

• Supporting individuals in initiating conversations with peers, navigating social situations, and expressing themselves.

• Promoting communication between all peers including those with and without specialized learning needs.

• Providing a visual aid. Visual aids, including communication boards,  support a wide range of learners, including verbal, neuro-typical peers and promote inclusion of people with differing abilities.

 

The board is sponsored by the Doug Flutie Jr. Foundation for Autism. Former NFL Quarterback, Doug Flutie, and his wife Laurie started the Doug Flutie, Jr. Flutie Foundation for Autism in 1998 after their son, Dougie, was diagnosed with Autism at the age of three. Their personal experience of raising a son on the autism spectrum inspired them to help others on an equally long and challenging journey. Over its 20-year history, the Flutie Foundation has distributed over $15 million to schools and organizations who provide clinical therapies, respite services, recreational programs, social skills training, job supports and more for people affected by Autism. The Flutie Foundation also provides education technology tools, adaptive camp scholarships, safety equipment, and direct family support through its partnerships and special initiatives.  

 

Dr. McKay also shared an acknowledgment of appreciation to both Mrs. Keith, a Hood School parent,  and  the North Reading Special Education Parents Advisory Council (SEPAC)  for selecting our school to promote this new inclusive tool.

Touring Our Community and Visiting Friends

Many readers have heard the African proverb, "It takes a village to raise a child." On November 2nd our first-grade students went out and explored our wonderful village. Along the way they visited some familiar faces however, these faces were in different places.

 

As a school, we are fortunate to have our community friends visit us frequently. A member of the North Reading Police Department stops by almost daily to say hello and visit. We love when they join us in class or at recess. Our amazing North Reading Firefighters are frequent guests as well. These dedicated individuals help us practice our safety drills, orient our kindergarten students about fire safety, and educate our third and fourth graders on what to do in an emergency. Lastly, our Town Librarian visits our school and updates us on various programs they are hosting.  We always enjoy our annual introduction to the North Reading Public Libraries Summer Reading Program.

 

This year our grade one team comprised of Mrs. Mayuski, Mrs. Arone and Mrs. Wright decided to initiate a field trip to expand upon one of their units of instruction. In this unit, students are learning about jobs and how community helpers are important to our community. The unit also assists children in developing an understanding of being a part of a community, which leads to a feeling of belonging. 

 

The field trip started at the library where each child was oriented to the space and the procedures associated with checking out materials. Jared, a first grade student, noted that he “loved visiting the library and seeing all of the books.” Furthermore, he indicated that “the best part was visiting the children's section all the way upstairs.”

 

The students also got to take a trip to the Emergency Services building and tour both the police station as well as the fire station. These students got to see a real fire truck, ambulance, and a police car. Valentina, a first grade student,  stated “the field trip was fun”  and that she learned that “police officers help people a lot.”  Olivia also from first grade “enjoyed learning from the firefighters and taking pictures with them.”

 

A lengthy discussion ensued about how the firefighters slide down a pole when they get an emergency call and they need to get to the fire engines. Everyone wanted to slide down the fire pole but we simply “didn’t have time.”

 

Ralph from Mrs. Arone’s classroom highlighted the coloring sheets at the library as a favorite. He also shared that the firefighters taught him about calling 911 in an emergency and how happy he was to see our School Resource Officer Detective Lucci at the Police station. 

 

Mrs. Mayuski noted that the smiles were contagious and that the students were able to recognize many of their community friends when they arrived at each destination. Furthermore, she noted that students were able to open up their very own library cards and develop an understanding of the function of the library.

 

It was obvious based on the feedback and the smiling faces that the Hood School Students loved learning how our local community works together to make North Reading such a great place to live. Thank you to our first-grade team, our parent chaperones, and our community friends that helped us learn about our community.

Final Summer Newsletter 2022

 Principal Newsletter

September 2, 2022

I hope that you are continuing to enjoy a relaxing summer vacation doing the things you love and spending time with friends and family. I know we were all looking forward to this summer after such a challenging school year. With that noted, we are very excited to welcome everyone back to school. When our students return, they bring so much excitement to our building and each classroom. The walls have a fresh coat of paint, the floors have been scrubbed and waxed and all of the punch list items necessary to reopen are complete! The building looks amazing thanks to Mr. Trembley and Mr. Howard. We are lucky to have you. 

The Main Office- Mrs. Mastascusa has done an amazing job acclimating to her new role as the J. Turner Hood School Secretary. The summer is a challenging time for the individual in this position and Mrs. Mastascusa has handled every challenge presented to her with a smile and an amazing level of efficiency. We are very excited to welcome her into this role. 

School Website- Please check out the J. Turner Hood School website news section for the previously sent communications: Click Here

Opening Packet- The opening back-to-school packet was sent out previously. The content of this document is very important and informative. At this time, only one new document needs to be completed and one optional document has been added for our Parent Association notifications:

1. Dismissal Form: The previously sent dismissal procedures have been completed for 28% of our students.

2. The Acceptable Use Policy (AUP) on page 8. 

Our opening packet has been uploaded and can be accessed here: Click Here

Food Pantry- The Hood School sponsors the North Reading Food Pantry every September. All donations can be accepted on Mondays and Fridays from 11-1 at the Food Pantry. The current list of food that the pantry needs is below. Of course, all donations are appreciated.  

Items currently needed:

· White Tuna

· Cranberry Sauce

· Large cans of crushed tomatoes

· School snacks and juice boxes

· Canned pasta

· Frosting

Crossing Guard- From our friends at the North Reading Police Department:

We will be switching over to a traditional crossing guard model this year. Please know that this individual is available to assist in crossing but does not have the 

authority to direct traffic. 

Morning Arrival- Morning arrival has returned to pre-pandemic practices. Please check out page 5 of the parent book for more details. To quickly summarize, all students will be entering through the front door of the school. As Kindergarten begins, we will continue our practice of meeting those new students in grade level lines at the front door under the entrance canopy. 

Twitter-The Hood School Twitter account is a wonderful resource to see what is happening at the school. Follow us @jthoodelemen

Kindergarten Popsicle Social- Lastly, we welcomed our new Kindergarten students to the school on September 1st. It was a perfect day and we are excited to welcome all of them into our school community. A special thank you to our parent's association and kindergarten team for hosting this event. It is our sincere hope that everyone left feeling comfortable and ready to join us when school starts.

 

Social Emotional Learning 21/22 & Beyond

 Dear Parents/Guardians:

 

Throughout this school year, as part of a social emotional learning goal and programs focusing on emotional wellbeing your child has been learning about Social Emotional Learning (SEL).  Educational researchers have found that a student’s emotional well-being is critical to their academic success (for further information please visit The Yale Center for Emotional Intelligence.) The students were taught about SEL using the five pillars created by CASEL’s SEL Framework.  The pillars are as follows:

 

●      Self Awareness

●      Self Management

●      Social Awareness

●      Relationship Skills

●      Responsible Decision Making

 

During the months of January through May, these pillars were studied individually by providing classrooms with related books appropriate for grades K-2 and 3-5 to be read aloud.  Corresponding questions were also provided to teachers to allow for an opportunity for students to investigate the issues through classroom discussions. Additionally, a bulletin board was created in a highly visible location that students passed each day to highlight the month’s SEL topic. Mindful Monday Minutes were also provided to present ideas and examples for students to learn self-soothing strategies. Positive affirmations were shared daily throughout the month of January as part of the schoolwide morning message. It was our hope that the social emotional strategies taught would allow students to grow in managing their emotions, resulting in allowing them a calm, clear mind to effectively absorb the academics that were presented.

 

Below are images of our bulletin boards:

 

Self Awareness - January

 

 

Self Management - February

 

Social Awareness - March

 

 

 

 

Relationship Skills - April

 

 

Responsible Decision Making - May

 

 

Below is a list of books that were read:

 

Self Awareness - January

●      K-3: Exclamation Mark is a tale of self discovery

●      Grades 4-5:  Red: A Crayon’s Story this book is about finding the courage to be your inner self.

 

Self Management - February

All grades read:

●      Over-Scheduled Andrew by Ashley Spires. This book shows students how to manage their time

●      My Mouth is a Volcano by Julia Cook.  This book teaches students to think before they speak

 

Social Awareness - March

All grades read:

Even Super Heroes Have Bad Days by Shelley Becker  Readers learn how these champions channel their energies in positive ways.

Students also did a “Turn and Talk” activity with classmates to promote social conversation.

 

Relationship Skills - April

All grades read:

●      Up the Creek - This book teaches students the importance of working together toward a common goal

●       Do Unto Otters - This book encourages politeness and natural conversations among students.

 

Responsible Decision Making - May

●      All grades read:  Unplugged by Steve Antony This book explores the idea of balancing screen time with real-life experiences.

●      Grades K-2 also read: Good Egg by Jory John This book provides a positive message about self-care and acceptance.  It also addresses the importance of prioritizing your own emotional, mental, and physical well-being by making good decisions.

 

This article 5 Easy Social Emotional Learning Activities For Kids To Do At Home, provides some ideas you can try with your child to continue to focus on these important ideas at home.

 

Throughout the 2022-2023 school year the Hood School Community will be focusing on the following goals which will be included in our school improvement plan for the upcoming year.

 

●      The current J. Turner Hood School Wide Positive Behavioral Interventions and Supports as well as schoolwide expectations (SRR) will be updated as a means to reflect current research and school based practices. By the end of the 2023 school year a new updated behavioral support and expectation framework will be established and implemented in 100% of the grade level classrooms.

●      To build on the work of schools, families should think about social-emotional learning as an all-day idea as family-school partnerships are a two-way street. Parents and caregivers will be engaged as the school highlights the central role of Social Emotional Learning in their child's education. To enhance the family and community engagement, the school will host a Social Emotional Learning Family Night during the 2022-2023 school year.

 

 

Ridiculous Writing Contest- Rude Clowns & Evil Unicorns Dominic & Taygen

The Evil Unicorn

Glitterpuff, the evil unicorn walked down the street. “Another day causing mischief in Chicago.” ZAP! All the pedestrians were goats. ZING! All the cars were giant hairy spiders! 

 Before Glitterpuff knew it, a cop exclaimed “Freeze!” Glitterpuff was stunned! Next, cop cars came and started chasing him. 

“Rainbowcycle, go!” He got onto a rainbow-patterned motorcycle. A car chase started quickly. They’re gaining on me! Thought Glitterpuff. He climbed on the back of his vehicle and shouted, “Hope you like frosting!” GLORP! “Ah we’re stuck!” exclaimed the cops. 

“I suppose it’s time for my 9am bank robbery.!” said Glitterpuff. RRRING!

The Rudest Clown

Today was Big Boi’s huge day. He got to perform at the Circus! His performance wasn’t great. This happened since there was a cloud blocking the sunlight. 

“Hey ya big, fat cloudy dude, will ya get out da way?” 

The cloud responded, “Sorry there’s nothin’ I can do about it. The wind takes me wherever I go.” 

The crowd heard what he said and many people from the crowd left. 

“Hey! Where do ya think you’re goin’?” 

The crowd answered, “You are the worst and most rude clown of all time! That’s why we’re leaving!” 

Big Boi learned his lesson.

Permission to Feel

Permission to Feel

Jaclyn Mansfield, Christy Gorman & Glen McKay

We are excited to share some information with you regarding a Hood School Community Book study on a timely topic. In September and October, members of the J. Turner Hood School professional community, as well as parents, joined each other virtually to read and discuss Permission to Feel written by Marc Brackett. This work outlines a practical evidence-based approach to managing our emotions. Brackett, a professor at Yale University’s Child Study Center and the founding director of the Yale Center for Emotional Intelligence, makes a persuasive case that our feelings aren’t impediments, but provide important information that can change our lives for the better – when we give ourselves permission to feel them.

Given the school status of our population, we felt that our students, staff and families have all been through alot recently as we grapple with the outcomes from the global pandemic. We wanted to connect this work with the idea that we could all benefit from the work Mr. Brackett has conducted into the roots of emotional well-being and his prescription for healthy children (as well as their parents, teachers, and schools).

As we read through the book we learned of Brackett’s system with the acronym of RULER.  This acronym has been shown to reduce stress and burnout, improve school climate, and enhance academic achievement.

The acronym is made up of five emotional intelligence skills. The first three—Recognizing, Understanding, and Labeling—help us to accurately identify and decode what individuals are feeling. The two remaining skills—Expressing and Regulating—tell us how to manage those emotions to achieve desired goals. Here is a summary each of these skills:

Recognizing emotions in oneself and others. This is not just in the things we think, feel, and say, but our facial expressions, body language, vocal tones, and other nonverbal signals that provide the first clues that something important is happening. We can recognize the occurrence of an emotion by noticing a change in our own thoughts, energy, or body, or in someone else’s facial expression, body language or voice.

Understanding the causes and consequences of emotion. We need to understand those feelings and determine their source. It’s important to remember and identify the cause of emotions and see how they influence our thoughts and decisions. This helps us make better predictions about our own thoughts and more informed choices about our behaviors.

Labeling emotions with precise words. Labeling refers to making connections between an emotional experience and precise, nuanced terms used to describe it. People with a more developed feelings vocabulary can differentiate among related emotions such as pleased, happy, elated, and ecstatic. Labeling emotions accurately increases self-awareness, helps us to communicate emotion more effectively, and reduces misunderstandings in social interactions.

Expressing emotions, taking context and culture into consideration. By expressing our feelings in accordance with cultural norms and social contexts, we can inform and invite empathy from listeners. Being skilled in expressing emotions means knowing how and when to display our emotions, depending on the setting, the people we’re with, and the larger social context. People who are skilled in this area understand unspoken rules for emotional expression (called “display rules") and express what they feel and modify their behavior accordingly.

Regulating emotions effectively to achieve goals and well-being.  It’s important to learn to regulate our emotions rather than let them regulate us. There are practical strategies for dealing with what individuals are feeling. Regulating involves monitoring, tempering, and modifying emotional reactions in helpful ways, in order to reach personal and professional goals. This doesn’t mean ignoring inconvenient emotions but rather learning to accept and deal with them as they come up. People with this skill are able to use these strategies to manage their own emotions and help others with theirs.

We certainly found this work informative and have elected to explore its implementation further. We have selected multiple follow-up steps including the implementation of several recommended strategies inclusive of : The Mood Meter, defining and utilizing Meta-Moments, building a tiered feeling vocabulary, and a site visit to a local district that has implemented the learned strategies as a means to gain a deeper understanding of the RULER approach.

Thank you to everyone that participated in this meaningful activity.