Preventing the Summer Slide

June 21, 2013

Dear Hood School Parents,

                Summer vacation immediately sparks visions of beaches and barbeques. But, while your children are creating precious memories through fun and games, they could be losing the reading gains that they acquired during the previous school year if they do not continue to read throughout the summer.  

                Preventing the “summer slide” is a concern of all educators as we move into the summer months.   I cannot encourage you enough to establish smart summer reading habits for your children when you consider the compelling reading research that overwhelming supports the importance of every child reading on a daily basis over the summer.  One study revealed that children could lose up to three months of the reading gains that they acquired during the school year if they do not read or have someone read to them over the summer.  Another study found that reading just five to ten books over the summer can prevent reading loss!  Perhaps the most alarming research found that struggling readers lose more ground over the summer than proficient readers if they do not engage in summer reading practices, and those losses create a wider gap between proficient readers and struggling readers.  By the time these struggling readers reach middle school, summer reading loss can accumulate to a two-year lag in reading achievement! 

                 By immersing your entire family in activities that involve reading, parents can create enthusiastic readers. Providing a print rich environment, being a reading role model for your children, and promoting a love of reading will lessen the “summer reading slide”, as well as ease the transition back to school in the fall.

                Here are just a few of the many ways parents can “nurture and nudge” their children into rewarding reading habits this upcoming summer.

                * Enroll your children in the Flint Memorial Library’s free summer reading program, “Dig Into Reading!”  This theme kicks-off on Monday, June 24^th with the making of a mural to hang in the library.  A special reading incentive offered by the library again this year involves reading 10 hours by August 9^th .  Children who read the required number of minutes between June 24^th and August 9^th earn a free admission ticket to the 2013 Topsfield Fair with a free entrance pass, 2 rides, and a hot dog and drink. At the end of the summer the library will be celebrating summer reading with an ice cream social, so be sure to check out that impending date at the library.

                * Visit the Hood School’s website for suggested summer reading books.  The town’s three elementary reading specialists and the children’s town librarian worked together to compile these titles for you to read to your child, with your child, or for your child to read on their own.

                 

* Enroll your child in the Red Sox Summer Reading Game sponsored by the Massachusetts Teacher’s Association to promote literacy.  Massachusetts’ children, from kindergarten through grade 8, who pledge to read nine books and then submit their pledge cards, will be entered into a drawing to win a family pack of 4 tickets to a Red Sox game at Fenway Park.  Entries must be postmarked by July 12, 2013 to be entered into the drawing.  (Pledge cards were available in the Hood School’s lobby during Open House and are still available for pick-up on the bench in the lobby.)

                * Another summer freebie to take advantage of is to sign your children up for “Barnes & Noble Annual Summer Reading Program:  Imagination’s Destination” where they can read their way to a free book by reading and recording eight books on Barnes & Noble’s reading journal.  For further details visit www.bn.com/summerreading .  This Barnes & Noble website includes book recommendations, their summer reading journal, and a summer reading kit.  

                * Visit www.salemstate.edu/education/mcba/ for a comprehensive recommended list of recommended reading.  This website includes all the winners of the Massachusetts Children’s Book Awards for 2012 which were voted on by all Massachusetts’ fourth graders.

               

                * Start a summer book club with your children and their friends and parents.  Forming a book club is a fun, social way to encourage summer reading with follow-up discussions for parents and children alike.

                * Create book baskets for the whole family and have them readily available around the house or ready to travel.   Make it fun and include newspapers, comic books, children’s magazines, and crossword puzzles.

                Remember, your primary goal is to keep your children reading throughout the summer.  Look for fun ways to celebrate your family reading as you continue to promote a love of reading.

                Last, but not least, I will be looking forward once again to Hood School families sending in their favorite candid summer photo(s) of your children and/or family reading.  These photos will be showcased on the Hood School’s “Celebration of Summer Reading” bulletin board in the lobby when your children return to school in September.  Please drop off a hard copy of your photo(s) at the Hood during the month of August or mail it to the school any time in August.  Please remember to include your child’s name, new grade level, and new classroom teacher with your photo.  It would be greatly appreciated if all photos could be mailed, or dropped off to the Hood School office, by August 16^th so that the bulletin board is completed to welcome everybody back to school in September.                                                                                                         

Happy Reading!  

Susan B. Hegarty

Susan B. Hegarty, M.Ed.

Reading Specialist

J. T. Hood School

Tuesday & Friday the week of May 20, 2013

This week- Tuesday will be Bruins Day & Friday will be career day!

Newsletter

May 3, 2013

Spring is in the air! It is that time of the year. After several beautiful days, anticipation of new growth and rejuvenation is everywhere. We have endured another winter and are eager to welcome spring.

Respectful Behavior- Our Hound Dog Students respected each other as they quietly passed through our hallways while those in grades 3-5 worked diligently on their MCAS tests. We trusted that they would give their personal best and we (as you should be) are proud of their efforts. Respect is a wonderful characteristic that requires daily effort and recognition.

Many of you are aware that testing season has begun and on Monday we will begin our Math and Science assessments. The specific dates have been added to the online school calendar. Some have asked “Why are these tests important?”

The MCAS assessments are very important. MCAS tests measure how well students have learned the academic standards set by the state. The results help us measure how much your children are learning and identify areas where extra help is needed. In Massachusetts, students must pass both the grade 10 ELA and Mathematics sections in order to earn a high school diploma. 

How can I help my child do well?

This was previously addressed in a prior newsletter however; I feel that it is important to reiterate these useful strategies. It is important to support your children throughout the year. Some ways that you can help your children:

• Make sure your children get enough sleep, eat properly, and get to school on time. Regular attendance is one predictor of academic success. During test time, make attendance a special effort.
• Encourage your children to read. Parents, guardians, and siblings can share good books and discuss events to reinforce positive reading habits. Read with your child for a fun activity.
• Set times each day for study and homework.
• Provide your children with a quiet, well-lit comfortable space to study which includes important supplies like paper, pens, pencils, calculators, rulers, a dictionary and a thesaurus.
• Encourage your children to record assignments and due dates in their agenda book.
• Check your children’s homework to make sure it is done completely and to the best of their ability.
• It is important to reduce test anxiety for your children. Remember to talk about the test in a positive way and let your children know that you have confidence in their ability by focusing on their strengths.

As a school learning community we have done a significant amount of research on performance character, the growth mindsets that foster success and effective effort. Effective effort is defined as “the hard work and learning strategies a person can use to deliberately get smarter at important knowledge or skills” (Saphier, Haley-Speca & Gower 2008). We, as a school community, respectfully request that you encourage your children to do their best, to show effort, to use their strategies and to have a positive attitude.  These skills are important everyday however, a friendly reminder on the scheduled testing days is warranted.  While we know that these tests will be challenging, we must encourage all students to do their very best. 

I would like to thank the Parent’s Association for all their efforts at our recent Trivia Night. This event demonstrated what wonderful things can be accomplished when groups of people work together to achieve a common goal. The proceeds from this auction will directly benefit our students.  To our families and staff that participated in this wonderful event, thank you. A special thank you to all of the volunteers who worked so diligently to make the J. Turner Hood School Trivia Night a huge success.

The J. Turner Hood School community cordially invites you to attend our annual Open House & Art Show. This event will be held on Thursday May 30^th. From 6:00-7:00 PM. This is a wonderful opportunity for your family to visit the school and experience activities in different classrooms and see student created art.

As we progress toward the conclusion of the school year, we begin to hear from some parents who want to request a specific teacher for their child for next year. A letter will be issued on May 7, 2013 in regards to our schools class placement procedures. Please note that class placements will not be finalized nor will they be shared until Move-On Day, which will be held in June (more information to come!). 

Lastly, in regards to morning drop offs in our live line. Please be reminded that we have children that walk to school. I am respectfully requesting that all parents exercise an extra level of attention to their speed and driving habits. I am specifically requesting that we remain in one lane during the morning drop off in the live line. Student safety is of the utmost importance and we need your help. 

My Favorite Topic! SEL

Social Emotional Learning

Social Emotional Learning instruction is an extremely important area of focus for elementary education. As an Elementary School Principal, it is my belief that Social Emotional Learning (SEL) instruction will have a significant impact on students’ feelings of well being and these feelings will have a direct impact on student learning/achievement in the elementary school setting. In fact, 20 years of research has shown that children need a strong foundation of social-emotional competence to succeed in school. Successful schools ensure that all students develop their student’s academic skills. Furthermore, successful schools need to focus on developing students that have the skills necessary to function socially in our complex society. SEL goes beyond the classroom to promote the emotional skills that are needed to be successful in life. 

Social Emotional Learning is a conceptual framework for school and academic improvement that addresses social and emotional skills essential for all students. The SEL skills are designed to create attitudes, and behaviors that promote healthy social relationships, personal well being, and academic achievement. Interest in SEL sparked in the mid-1990s with the publication of Goleman’s Emotional Intelligence (1995). Goleman proposed the idea that individuals are born with general emotional intelligence that determines their potential for learning emotional competencies. Goleman describes emotional competence as a learned capability based on emotional intelligence that results in outstanding performance at work or school. He believes our emotional intelligences determine our potential for learning the practical skills that are based on its five elements of competency: self- awareness, motivation, self-regulation, empathy, and adeptness in relationships. It is important to note that Daniel Goleman is a co-founder of Collaborative for Academic, Social, and Emotional Learning (CASEL) that was established in 1994.

            The Collaborative for Academic, Social, and Emotional Learning (CASEL) The Collaborative Academic, Social, and Emotional Learning is a 501(c) (3) not-for-profit organization whose mission is to establish social and emotional learning (SEL) as an essential part of education. In an effort to promote children’s success in school and life and to support the healthy development of all children, CASEL has designed and implemented a social and learning program with five teachable principles to help students acquire the skills and knowledge necessary to be successful team members and problem solvers.  CASEL defines Social Emotional Learning as follows,

SEL is the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations capably. Similar to the way students learn academic skills, they learn, practice, and apply SEL skills by engaging in positive activities in and out of the classroom.

Furthermore, social and emotional learning is the capacity to recognize and manage emotions, solve problems and establish positive relationships with others, competencies that clearly are essential for all students. As social and emotional factors play such an important role in student mental health, behavior, and academic performance, schools must attend to this aspect of the educational process for the benefit of all students. The five teachable principles help students acquire the skills and the knowledge necessary to be successful in learning environments. The five teachable principles are: self-awareness, social awareness, self-management, relationship building skills, and responsible decision-making.

            As, I have written about previously, Open Circle is the adopted Social Emotional Learning curriculum of the North Reading Elementary Schools. Open Circle is a curriculum that is utilized to teach these the skills described within the CASEL framework. Open Circle is a classroom-based primary prevention program for students in kindergarten through fifth grade. The multiyear, comprehensive program has two goals:

1.     Strengthen students’ social and emotional skills related to self-awareness, self-management, social awareness, and interpersonal relationships and problem-solving.

2.      Foster safe, caring, and cooperative classroom and school climates.

            These skills are linked to creating good friendships, higher level thinking, and academic achievement. 

            Social Emotional Learning instruction benefits our school community significantly through the implementation of this wonderful program. As Open Circle celebrates it twenty-fifth anniversary it is exciting to note that Open Circle was named a "CASEL Select Program," one of only 22 in the country. 

Autism Awareness Day

Tuesday, April 2nd is World Autism Awareness Day.  

The sixth annual World Autism Awareness Day is April 2, 2013. Every year, autism organizations around the world celebrate the day with unique fundraising and awareness-raising events. North Reading Public Schools is celebrating World Autism Awareness Day by encouraging staff and students to wear blue.

Did you know ...

Autism now affects 1 in 88 children and 1 in 54 boys, Autism prevalence figures are growing. Autism is the fastest-growing serious developmental disability in the U.S. Autism receives less than 5% of the research funding of many less prevalent childhood diseases, Boys are nearly five times more likely than girls to have autism.