Scituate Public Schools
January 2015
Volume 3, Issue 2
SPS Progress Report
Special Interest
Articles:
• SPS Progress
Report
1-5
Individual
Highlights:
Schools
6-14
Departments
15-40
Special Education
41Technology
October
Survey data for the October
Early Release Day,
enVisionMATH Training and
504 Legal presentations has
been collected and
submitted to the PD council
for their review. Results will
be shared with the faculty
and insights will help us to
improve future professional
development opportunities.
The PD Council has begun
to consider professional
development needs for
SY’16. The needs will be
prioritized based upon the
“SEE” Plan. The review will
also help to inform Budget
requests for FY’16.
th
On Wednesday October 8 ,
DESE offered a McKinneyVento training session. The
presentation included: An
introduction to the
McKinney-Vento law, the
definition of homelessness,
identifying and serving
homeless students, the
educational rights of
homeless students, the role
of the homeless education
liaison and accessing local
service providers and
community resources. This
information will be shared
with the counselling
department. The current
SPS Homeless Education
Policy is posted on the SPS
website. Homeless is
defined as “anyone who
Thanks to the efforts of
Tammy Rundle, SHS faculty
and administration. SHS
held its 2014 College &
The 2014 School and
Career Day. Topics
District Report Cards are
included: Making High
available on the DESE
School Count, Career
School and District Profiles
Exploration, Financial Aid
website. SPS websites were 101, Essay Writing and
updated and families were
Military options. This is also
notified. This is a state
an opportunity for students
requirement.
in 10th and 11th grade to
take the PSATS.
The Title I comparability
requirements were fulfilled. The Massachusetts
Demonstrating comparability Consortium for Socialof services is an annual
Emotional Learning in
requirement for each school Teacher Education (SELdistrict receiving federal Title TEd) provided a workshop
I, Part A funds. “In
at Boston College this
accordance with ESEA, a
October which focused on
school district may only
the promising efforts to
receive Title I funds if it uses apply and integrate affective
state and local funds to
& social neuroscience into
provide services in Title I
teacher preparation. The
schools that, taken as a
keynote speaker was Dr.
whole, are at least
Mariale Hardiman. She is
comparable to the services
Professor of Clinical
provided in schools that do
Education at Johns Hopkins
not receive Title I funds.
University, and CoWhen all schools receive
founder/Director of the JHU
Title I funds, districts must
School of Education’s
ensure that state and local
Neuro-Education Initiative
funds are used to provide
(NEI), a cross-disciplinary
services that on the whole
program. She is the creator
are substantially comparable of Brain-Targeted Teaching.
in each school.”
Our perceptions of student
Evaluators have compiled a ability and our perceptions
of efficacy in helping
list of proposed DDMs for
each educator in the district. students to learn are critical
to promoting equitable
This list was finalized in
November. It will be sent to opportunities for all children.
the Evaluation Advisory
Team for consideration.
lacks fixed regular and
adequate nighttime
residence.”
Scituate Public Schools
Page 2 of 46
SPS Progress Report (Continued)
The Curriculum Team
participated in a
BaselineEdge webinar.
The focus of this training
was the use of the
Student Intervention
Module. This module has
features that will be used
by data teams, and
support teams. The
module also has features
that will allow us to store
DDMs.
DESE hosted its Fall
Summit on October 27,
2014. The purpose of the
summit was to help
systems to “continue
making strides
implementing major
statewide initiatives to
enhance the achievement
of our students: educator
evaluation,
implementation of the
2011 Massachusetts
Curriculum Frameworks,
the transition to next
generation assessments,
and RETELL.” SPS will
explore the potential uses
of EDWIN which is free for
all districts to use during
the 2014-2015 school
year. RTTT districts have
been using as part of the
initiative. A few of these
districts presented the
strengths and
weaknesses of this
system. The Curriculum
Team explored the use of
the sample exercise for
setting DDM parameters.
Darlene Foley presented a
free application of
“TypingClub” to the
elementary principals.
TypingClub is an online
program designed to
assist students to learn
and improve their typing
skills. This program is
being piloted in grades 36. Darlene reported
positive feedback
regarding PARCC
readiness and the
TypingClub usage data
provided by Launchpad.
November
Data Team Training for
the secondary schools
began on November 4th
and 5th. The skillful data
course will help our
secondary schools “to
bridge the gap between
the data that schools have
and the results that they
want for students. RBT
partners with schools and
districts to develop highperforming data teams
(usually school-wide) and
professional learning
communities (teams of
teachers who teach the
same grade and/or
content), who are skilled
in using data
collaboratively,
continuously, and
effectively to directly
impact students and their
learning.” Teams will
complete six full-day
training sessions this year.
An Introduction to
Understanding by
Design was provided by
Kathy Zeiss on November
4, 2014 for elementary
faculty. This workshop
was designed to provide
the following for
elementary faculty:
What is understanding
and how does it differ from
“knowing?” How do we
“unpack” content
standards to identify the
important ‘big ideas’ that
we want students to
understand? How will we
know that students truly
understand and can apply
their knowledge in a
meaningful way? How
might we design our
courses and units to
emphasize understanding
rather than “coverage”?
What instructional
practices are both
engaging and effective for
developing student
understanding? How are
Design Standards used to
improve the quality of
curriculum and
assessment designs?
This was an introductory
workshop which allowed
participants to explore
these questions through a
series of thoughtprovoking examples and
exercises. The training
aligns with the “SEE” plan
and the state’s
expectations for
curriculum development.
The SPS goal is as
follows: "By September
2015, PK-4 will complete
one model
interdisciplinary UbD unit
per grade. One model
UbD unit for grades 5&6
will be completed for each
subject area. Counseling
will create one model UbD
unit for each school level
(PK-5, 6-8, 9-12)".
Page 3 of 46
Scituate Public Schools
SPS Progress Report (Continued)
Secondary faculty who
were not involved with
data team training
participated in
“Techapalooza.” John
Mills organized this wide
array of technology
offerings. Technology
support remains a priority
for the PD Council.
Darlene Foley is looking
into providing additional
technology PD offerings by
partnering with
Framingham State
University. She will
present her proposal to
The PD Council.
On November 10th
professional development
was once again divided by
school level:
Gates faculty and select
high school participants
who had completed PBL
101 this summer designed
activities to introduce all
Gates faculty to PBL.
Crisis Team Training was
provided by Marie Trozzi
for elementary crisis
teams.
Maria Trozzi, M.Ed., is an
assistant professor of
pediatrics at Boston
University School of
Medicine, director of the
nationally renowned Good
Grief Program at Boston
Medical Center, a
consultant to the Child
Development Unit at
Children's Hospital, and an
author. Her credentials
and expertise have
established her as one of
the foremost experts on
child and family
bereavement in the
country. She has provided
consultation at Littleton,
Colorado (the site of
Columbine High School);
at Ground Zero in the
aftermath of 9/11; and in
Grenada following
Hurricane Ivan. Since
1991, she has lectured
nationally to professional
audiences in every major
city with Dr. T. Berry
Brazelton as a regular
faculty member of the
National Seminar Series.
Her four-year project at
Children's Hospital in New
York focuses on designing
and implementing a
bereavement protocol
response for both families
and clinicians. Trozzi's
approach continues to
serve as a national model
for trauma and intensive
care units.
Elementary “Core”
teachers who were
identified by building
principals continued their
Open Circle training.
Open Circle is the
elementary anti-Bullying
curriculum.
Elementary Faculty
continued their UBD work
facilitated by Donna Moffat
and Stacey PattouHammond.
High school department
teams focused on school
wide team building and
continued Curriculum,
Assessment, and
Instruction work.
Grant 632 – Allocation
Support Services Grant
was submitted and
approved. This grant will
provide $5,600 to SPS.
To meet the grant
requirements and serve
student need SHS will
provide extended learning
time to students in the
subject area of Science.
Students who are currently
in grade 10 and who
received Warning/Failing
on the 2014 Physics test
will take an additional
science class which
focuses on Biology.
Scituate has had a difficult
time enrolling students in
this MCAS category in the
past. Our after school
tutoring session and our
summer program has not
been historically well
attended by students in
the subject matter and
score category. After
consultation with the SHS
Principal, STE Department
Chair, and the Program
Coordinator it was decided
that SPS would try this
new school year approach
to help all students
achieve a minimum score
of 220 on the 2015 Biology
MCAS. This will extend
the students’ science
study by 41 hours.
Heidi Branca, Gail
Varrasso, and Julie
(Heffernan) Meredith
provided a wonderful
Thanksgiving Social for
students on November 7,
2014. “It is an evening of
fun, music, dancing, and
smiles. The families with
students with special
needs, young and old,
attend with their students.”
Scituate Public Schools
Page 4 of 46
SPS Progress Report (Continued)
The Curriculum Team focused
on DDMs this month. Liz
Grindle shared “What You Need
to Know to Write Effective
DDMs.” Kathy Elich shared
“Setting Parameters.”
Departments considered the
collection, storage and analysis.
Evaluators will store scores on
an excel spreadsheet. They will
be uploaded into BaselineEdge.
Department Leaders have been
asked to work with their faculty
to determine cut scores for
DDMs.
The Coordinated Program
Review team participated in a
DESE sponsored webinar on
November 13, 2014. The focus
was the web-based monitoring
system. The Civil Rights selfassessment and document
review is due on May 15, 2014.
DESE hosted a one day
workshop to showcase Edwin
on November 18, 2014. The
Part 1
Part 2
PBA –
Performance
Based
Assessment
(hand-scored)
Late March Early April
EOY – End Of
Year
Assessment
(computer
scored) Early
May
workshop provided participants
an overview of the entire Edwin
platform (both Analytics and
Teaching and Learning).
Evaluators have finalized a
comprehensive DDM Matrix for
SPS educators. This proposal
has been shared with the STA.
Jamie Forde visited each of the
schools in December to solicit
feedback from the STA. Jamie
will share feedback with the
Evaluation Support Team in
January.
Julie Hickey and AP Art students
hosted a reception on November
20, 2014 in the SHS library. The
artists were present from 11am 12noon to discuss their work.
December
DESE offered a PARCC
Practice Session at Bridgewater
State University on December 2,
2014. “PARCC” is the
Partnership for Assessment of
English Language Arts
(ELA)
 Writing
effectively
 Analyzing print
and video texts
 Vocabulary


Reading
comprehensio
n and analysis
Vocabulary
Readiness for College and
Careers. Teams of teachers
and leaders from each school
attended. SPS will “test drive”
PARCC in 2015. DESE
explained that our schools
have been transitioning to new
college and career ready
academic standards since
2010. New standards require
a new assessment system.
The assessment emphasizes
the problem solving and
thinking skills needed for
success in college and the
workplace. The goal is to
provide a smoother transition
to college with placement
agreement between K-12 and
higher education. PARCC
could replace MCAS for ELA
and math in 2016 for grades
3-8 and for grade 10 after
2019. PARCC is comprised of
two parts in ELA and in math.
Please see below.
Mathematics



Solving multi-step
problems
Using abstract
reasoning
Understanding
major grade-level
appropriate math
concepts
Page 5 of 46
Scituate Public Schools
SPS Progress Report (Continued)
DESE emphasized that the
best preparation for any test is
good standards-based
teaching, not “teaching to the
test.” Tests aren’t meant to tell
the whole story about what a
student knows and can do; just
like a visit to the pediatrician,
it’s an annual check-up. The
PARCC “check-up” gives
teachers the information they
need to tailor instruction to the
needs of their students; parents
will also receive cues to
support their child’s learning at
home.
Since online assessment is
new to all, DESE provided a
variety of resources to help
prepare schools including
online tutorials and practice
tests.
In terms of PARCC readiness,
SPS has assembled school
and district teams.
Dianna Mullen is our
Accommodations Coordinator.
She will oversee the master list
of accommodations. The
principals, Tammy Rundle and
Kate Ciulla have been asked to
review the PARCC accessibility
features and provide 504 and
ELL information.
Principals will coordinate a time
for teachers to use the devices
and use the practice tests with
support from our tech team
through PearsonAccess.net.
Students will take the practice
test using TEST NAV.
The technology team will
coordinate a technology “dress
rehearsal.” This will help us to
assess our tech readiness.
Minimum Typing Club
expectations have been
established in the elementary
schools.
Principals and literacy curriculum
leader have been asked to
encourage teachers to schedule
time for students to compose
essays using Microsoft word.
The Curriculum Leadership
Team has submitted budget
proposals for each curriculum
area. They also shared best
practices with the elementary
coordinators regarding the purpose
and introduction of Understanding
by Design lesson planning. They
recommended the following
process:

Ask educators- What
topics and lessons have a
lasting impact on
students? This generates
what they will focus on what is most important for
students to know and be
able to do?

Which parts of frameworks
should be emphasized?
These should be coded
red, yellow, and green.
This process will help
determine pacing for year.

Educators can develop
“new and improved” units
with UbD process,
focusing on engaging
performance tasks.

Teachers should develop
and implement units first,
then reflect, revise and
document.
On December 5, 2015 a variety of
educators attended the METCO
Conference. Dr. Marc Lamont Hill
gave the keynote address.
Trained as an anthropologist of
education, he holds a Ph.D. from
the University of Pennsylvania.
His research focuses on the
intersection between culture,
politics and education. Dr. Hill has
lectured widely and provides
regularly commentary for media
outlets including NPR, the
Washington Post, the New York
Times, CNN, MSNBC and Fox
News. He also continues to
organize and teach adult literacy
courses for high school drop outs in
Philadelphia and Camden. He
urged educators to challenge their
cultural assumptions and maintain
high expectations for all children.
th
On December 8 DESE hosted
Coordinated Program Review
training. DESE provided a Webbased Monitoring System Self –
Assessment (WBMS) overview.
WBMS is a shared electronic
repository where SPS and Program
Quality Assurance (PQA) can
communicate and review
documentation. SPS will complete
its self-assessment and document
review in May 2015.
Cushing – Submitted by Principal Mary Ohrenberger
Bringing learning to life is always a focus at Cushing School. Our teachers and support staff strive to assist
our students in developing deep and rich understandings in all content areas as well as make real-world
connections in the application of their newly acquired skills. Over the past few months, so many lessons and
events have taken place to help us achieve this goal. Here is a sampling of the some special events:
The Bay Colony Educators enhanced the learning
that took place in our classrooms about Colonial
America. Through presentation and
demonstration, a child’s life in pre-revolutionary
(1750s) New England was explored. Clothing,
behavior, responsibilities, education, as well as
toys and games of the colonial child brought
Colonial America to life for our students. Thank
you to the Cushing PTO for supporting this
enhancement of our curriculum.
After reading “Aero and Officer
Mike”, nonfiction texts in our
Harcourt anthology, our students
were treated to a visit from Officer
McLaughlin and Officer Quinn.
Tango, Scituate’s very own K9 dog,
accompanied them. It was exciting
for the students and teachers to
observe Officer McLaughlin and
Tango in action! The students were
able to make text to real world
connections
with
the
K9
presentation.
Officer McLaughlin
answered many questions from the
students about how he and Tango
work together to keep citizens safe.
The students were also able to meet
Officer Quinn, our new School
Resource Officer.
Through a simulation, Cushing’s Grade 3 Students assumed the
roles of early American colonists so they could better understand
the trials that the original Pilgrims underwent during the first year at
Plymouth Colony. Our students tackled the tasks of crossing the
Atlantic, drafting a governing compact for their colony, building
houses, planting and harvesting crops, and making peace treaties
and trading with the Indians during the unit simulation. As our
students progressed through the simulation, they compared their
progress to that of the original Mayflower settlers. By completing an
interactive Pilgrim unit, our students experienced and expanded
upon the knowledge of why the Pilgrims came to the New World,
the hardship aboard the Mayflower and the difficulties of surviving in
the New World. They experienced the “feelings” of being a Pilgrim
by participating in activities that assisted in developing an
appreciation for the difficulties the Pilgrims faced, the uncertainty as
decisions were made, and the satisfaction as their virtual Pilgrim
Colony grew. The unit culminated with a Pilgrim Feast with items
the original Pilgrims enjoyed.
Page 7 of 46
Scituate Public Schools
Hatherly – Submitted by Principal Mari-An Fitzmaurice
Hatherly School has been "abuzz" with Original Art Works becoming items of treasure for all our students and
the fourth grade study of immigration. It is clear that the Original Art Work items would be items that families
would have chosen to bring to America as they came through Ellis Island. Hatherly is so fortunate to have the
treasure of wonderful, creative and kind students!
During the fall, Hatherly art students created two pieces of art and chose their favorite for the PTO Original Art
Fundraiser. This program gave families the opportunity to have their child’s work incorporated onto everyday
objects. Some choices included coffee mugs, cell phone covers, coasters and pillowcases. Students were
introduced to graphic design and had the unique opportunity to share their creativity with family and friends.
There was a great buzz (we are the Hornets!) in the art room as each grade worked on different lessons;
learning about artists and using a variety of materials and techniques. Artists included Leonardo da Vinci,
Georgia O’Keefe and contemporary artist Miroco Machiko. Students used tempera paint, watercolors, paper, art
sticks, marker and sharpies. Every class was fully engaged and enthusiastic about the entire process. Many
upper wing students could be found creating at Open Art offered during Thursday recess.
The orders arrived in time for the Holidays and the final products were spectacular. Students were excited to
share what they ordered and what they would do with each treasure. It was especially fun to have students
arrive in art class proudly wearing their work on a new t-shirt.
Hatherly (Continued)
th
On December 5 the Hatherly Fourth Graders invited their family and friends in to a simulation of Ellis
Island. After viewing an award worthy performance of an immigration skit, the visitors were asked take the
role of an immigrant in the late 1800’s- early 1900’s, while the busy fourth graders played the roles of Ellis
Island officials; checking passports, administering literacy exams and conducting medical examinations.
The Ellis Island simulation was the final project of an immigration unit. The cross-curricular unit began in
Social Studies when the students obtained information in the non-fiction book If Your Name was Changed
at Ellis Island. The students learned why many immigrants in the late 1800’s and early 1900’s left their
home lands to come to America, as well as what the journey to America was like and the difficulties many
faced once they arrived in the United States. Once the students knew the facts, they read Kai’s Journey to
Gold Mountain, a historical fiction story about the hardships a young Chinese boy faced at Angel Island.
They also actively participated in book groups when they read either Nory Ryan’s Song, House of Tailors,
In the Year of the Boar and Jackie Robinson or Matchbox Cars. In book groups the students discussed
unfair laws, poor living conditions and acclimation to life in America. The students were also fortunate to
hear a firsthand account of current day immigration from special guest speaker, Susanne Hofmeister, who
immigrated with her family from Germany about 10 years ago. When family and friends arrived at “Ellis
Island,” the fourth graders applied their extensive knowledge of immigration to decide if their visitors
“passed” and were admitted to America or if they were deported and set back to their homeland.
Page 9 of 46
Scituate Public Schools
Jenkins – Submitted by Principal Jen Arnold
Jenkins Kindergarten classes have
been reading all different versions of
the Gingerbread Man story. There is
even one called "The Gingerbread
Bear" that is set in a National Park
with a clever park ranger! The main
focus has been comparing and
contrasting the different stories. We
have also incorporated this theme
into Music, Art and Math projects,
culminating with students writing and
drawing their favorite story and
explaining why it was their favorite.
The Fourth Grade Immigration Fair took place on December 12. The
fair was a culminating project following a six week unit of study on
immigration. The unit was comprised of students reading and
responding to various genres relating to immigration, working
collaboratively with classmates to share new learning, interviewing an
immigrant, researching the immigrant's country of origin, writing an
informative essay, creating a visual display, and presenting all of this at
the Immigration Fair. It was quite an impressive display and
presentation given by each fourth grader!
The fifth grade students at Jenkins School participated in
the worldwide "Hour of Code" last week.
Kids are constantly using technology today, but how
many are learning to build it?
Every 21st-century student should have the opportunity
to learn computer science, yet fewer schools teach
computer science than 10 years ago. The basics help
nurture creativity and problem-solving skills, and prepare
students for any future career. Code.org has free
tutorials and programs to guide students through the
process of programing. The fifth graders were very
excited as they started their experience as computer
scientists!
Many have continued on independently at home.
Jenkins (Continued)
At Jenkins Elementary, Mrs. Wilson's Grade 6 Science classes
took advantage of the beautiful fall weather to walk to the Kent
Street Salt Marsh. As part of their scientific method unit,
students made observations, asked questions, generated
hypotheses, designed experiments, gathered data, drew
conclusions, and asked additional questions based on new
observations. Students measured salinity levels of the water at
different times of the day, sketched various species of salt
marsh grasses, and compared the smaller marsh to the main
marsh (across Kent Street). We noticed that the smaller marsh
has a much higher concentration of phragmites (an invasive
species) than the main marsh, raising the question of how the
culvert is affecting this area. Luckily, the salt marsh is very close
to Jenkins. Our plan is to visit several times during the year, in
order to track seasonal changes.
Jenkins Winter Concert
The Jenkins Winter Concert was well attended even on the
rainy, windy night of December 9. There were close to 200
student performers in the band and choruses. The audience
even participated in the concert by singing “Jingle Bells.” We’re
looking forward to “Spring for the Arts” in May and our spring
concert in June!
Page 11 of 46
Scituate Public Schools
Wampatuck – Submitted by Principal Linda Whitney
Inquiry-Based-Science at Wampatuck School
Science investigations are alive and thriving at Wampatuck School! Across all grade
levels, students are engaged in exploring, developing hypotheses, collecting and
recording data, and drawing conclusions. In a hands-on and minds-on way, students
are learning about their world.
Kindergarten:
With each change of season, kindergartners explore and observe. This school year
they have investigated the giant sunflowers from the Wampatuck Organic Garden, and
harvested the seeds for planting next spring. Students have collected seasonal
treasures from the outdoors, and have observed how the pumpkins and corn placed in
the woods have become food or shelter for native critters! As winter approaches,
students look forward to experimenting with snow and cold – in their classrooms!
Grade 1:
How can we use our senses to investigate changes in the seasons? This is a question
first graders have been studying during ongoing unit on the senses. Students have
been using the skills of a scientist to observe, think about and explore things they see,
feel, hear, smell, and taste. Some learning activities have involved studying each sense
and its function, brainstorming descriptive words for each sense and experiencing
firsthand the changes seen around during a multi-sensory walk on school grounds,
while recording observations (just like a scientist!). A field trip to Holly Hill Farm was a
great way to bring powers of observation into practice as students explored the farm
and sampled some of the fall harvest! Learning is fun in Grade One!
Grade 2:
Students have been working on liquids and solids and recognizing that they are states
of matter. Through hands-on activities, the students are describing and classifying
solids and liquids based on their properties. They will conduct investigations
highlighting how liquids and solids cannot be identified by the five senses alone.
Grade 3:
In cooperative groups, exploring the properties of water students have conducted their
own simple investigations, gathered data, and used data to verify their hypotheses.
Students track data and record their thinking in Science Notebooks. As a culminating
project, students will design and construct a simple water wheel using the concepts
they have discovered about the properties of water and the changes it can undergo.
Grade Four:
Students recently completed a study of the sun. Students focused on learning about
shadows and participated in activities throughout the day to learn about the sun by
“shadow tracking.” Students recorded observations early in the morning, around noon
when the sun is near its highest point in the sky, and one more time at the end of the
day. They noted shadow length and direction and used data to predict the position of
the sun in the sky at a given time.
Wampatuck (Continued)
Currently in Grade Five: Students are collecting
data for their world biomes. Focusing on the
location, climate, plants and animals, and
adaptations, students use this data to construct
informational paragraphs. This effort marks the
th
beginning of the 5 grade expository writing unit and
will also be presented to classes during our new
“Present It!” speaking series. In conjunction with our
Speech and Language Pathologist, Mrs. Sarah
Burns, students will develop their oral presentation
skills in a new and exciting way!
Grade 6
This fall the 6th grade class received a special gift
from a former international student of mixed spring
bulbs to plant in our front gardens. On a cold, but
sunny day, our fifth and sixth graders along with
some fifth graders and parent volunteers planted
180 bulbs in the front of the building. We are all
anxiously awaiting the spring show!
In science class, sixth graders collected weather
data for 32 days on temperature, air pressure,
relative humidity, wind direction, wind speed, and
cloud coverage. After collecting the data, students
worked in pairs to organize and analyze the
information identifying patterns and relationships
between two factors (ie; temperature & relative
humidity.) They created line and bar graphs to
determine relationships, and wrote an informative
response to explain their findings.
Grade Five and Six:
On October 28, 2014, Grade 6 students who
participated in the “Waterventio”’ project as fifth
graders in Spring 2013 presented at a local PBL 5.0
Conference held at Regis College in Weston,
Massachusetts. Students had studied the global
water crisis and in cooperative groups explored this
concern as reporters, earth scientists, journalists,
and water filter engineers. Students worked
collaboratively to gather, prepare, and present their
findings. Students identified a real-life problem and
reflected on its impact at the global and local level.
This project was quite a success as Wampatuck
School was selected as the only elementary school
to present at the conference alongside high school
and middle school students! Our students were
poised, excited, and conveyed the true meaning of
project based learning through their in- depth
understanding of the topic. The experience featured
the value of peer collaboration, and the overarching
function of the engineering and design process.
Page 13 of 46
Scituate Public Schools
Wampatuck (Continued)
Pond Study
The 6th grade Pond Study group has taken on
a new challenge this year. Students are
working with the North and South River
Watershed and Scituate Water Department to
monitor the town’s drinking water from Old
Oaken Pond at the rotary and the stream on
the Driftway. On a weekly basis, the students
are taking samples from both water sources to
measure water quality including pH, turbidity,
conductivity, and temperature. They are also
monitoring the water levels and record
observations of vegetation, fish ladder and
spillway flow, velocity, animals, and overall the
appearance of the water. The gathered
information is provided to the NSRW, and in
the spring, the students will prepare a
presentation to share their information at the
Science Spectacular.
Students at Wampatuck School continue to
integrate Science in meaningful ways
throughout the grade levels. As scientists,
children have the opportunity to not only use
their inquiry skills but incorporate their
language and math skills and natural curiosity
about their community.
Gates – Submitted by Principal Sarah Shannon
Creating Community and Building Relationships at Gates
It’s no secret that students are at Gates for only two short years. This presents a
challenge for us as it is difficult to create a true community when students are always
transitioning in or out of our school. For several years we have worked to increase
opportunities for relationship building between students and between students and staff
in an effort to provide multiple avenues for everyone to feel more connected to Gates.
Over the past few years we have worked to create more after school offerings and last
year we implemented both small (11-15 student) Home Bases and an Advisory
program. This year, to further our efforts we implemented a more consistent Advisory
block and Interest-Based Clubs.
Built into our new schedule is Sailor Block. This is last block of the day every
Wednesday. During this time we alternate between running Advisory and InterestBased Clubs. Both initiatives are designed to build relationships between students and
between students and staff. Advisory is also an avenue that facilitates the teaching of
st
21 century and life skills to students that they can then apply to all subject areas as
well as their own lives outside of school. Some of the topics we’ve addressed so far
are: digital citizenship, goal setting, empathy, and collaboration. We have also built
time into each Advisory block to teach some executive functioning skills, to review
progress toward the goals the students set and to organize notebooks and binders.
Our Interest-Based Clubs (IBC) were introduced toward the end of October. Students
were allowed to sign up for their IBC of choice. If a student doesn’t want to participate
in an IBC, that’s fine as well. Students who don’t sign up for an IBC remain in their
Sailor Block and can read, do homework, seek help from teachers, or meet with other
students to work on group projects. Some Interest-Based Clubs that have been running
are: Math Club, Songwriter’s Club, Tech Club, Sports Club, Board Games Club,
Spanish Scrabble Club, Yoga Club, CPR Instruction, Chess Club, Best Buddies,
Sewing Club and Creative Writing Club. As this program evolves more clubs may be
offered. If your child has a club idea, please have him/her come to the office to let us
know. We want all students to feel connected to the school and an adult in the building.
Interest Based Clubs offer us a way to do that without a child having to participate in our
after school club program.
We are excited about both of these programs at Gate and have been happy with the
implementation of each of them and how they are support our goals. Via anecdotal
feedback both students and staff are finding the Advisory and IBC times as beneficial,
fun and meaningful. Stay tuned as more clubs and Advisory lessons are in the works!
Page 15 of 46
Scituate Public Schools
Fine and Performing Arts –Submitted by
Dawn Benski, Department Chairperson of Fine and Performing Arts, K-12
Advanced Placement Art Exhibit and Reception
This year’s AP Art class, with the help of teacher Julie Hickey, coordinated a stunning art exhibit in the SHS
library titled The Artistic Self. The show displayed the impressive body of work the class has been creating
th
this school year. At the reception on November 20 , refreshments were served, and live music was
provided by Joe Downing on guitar.
Top & Middle: The AP Art
Reception
Bottom: Senior Jonny Ricci
discusses his sculptures
with Assistant Principal
Brian Duffey at the art
show reception. Ricci has
previously won 4 Gold Key
Awards specifically for his
sculptures in the Boston
Globe Scholastic Art
Awards Competition (he
has won a total of 5 Gold
Keys to-date.) He hopes
to increase that number to
a total of 8 Gold Keys with
the three sculptures he
submitted this year for the
competition. Good luck
Jonny!
Honors Art class to exhibit artwork at the Scituate Art Association’s Front Street Gallery
The art show is set to run from February 5- March 1, 2015, and will feature a number of intricate sculptures made in
paper by Honors Art students during class, led by teacher Dawn Benski. There will be a First Friday reception for
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the community on February 6th, 6:00pm-8:30pm, and a family-friendly reception on Sunday February 8 , 2:00pm5:00pm. All are welcome!
Two paper sculptures to be exhibited in Front Street Gallery:
Senior Addison Silva’s relief sculpture flowers (paper, wood,
gold spray paint)
Sophomore Rachel Babb’s altered book of a destroyed city
(book pages, wood burner, tea, and paint)
GATES INTERMEDIATE
SCHOOL VISUAL ART:
Warm Hands/Cool Art (Blind
Contour Drawing from
Observation)
Art Teacher Julie Gold shares:
Seventh Graders have been
spending a lot of time carefully
observing! Students created
blind contour drawings of their
hands in a variety of
positions…without looking at
what they were drawing! They
were training their eyes to draw
what they saw, rather than what
they expect to see. When they
completed their drawings, they
experimented with a watercolor
wash using warm and cool
colors. Some also chose to
explore patterns in the
background of their designs.
Art Adoption continues at Scituate High
School: Faculty, Parents and the Community
may “adopt” a piece of SHS art. Your
adoption fee will help mat, frame, print and
label a piece of high school art to
permanently adorn the walls of SHS. For
$25.00, the art teachers will select a piece of
art (2D and 3D) and label it with a plaque
that has the student’s name and “ Adopted
by: YOUR NAME”. Help create a longtime
gallery at SHS. Any questions, contact
Stacey Hendrickson: [email protected]
Vertical image: Amy Smalley
Horizontal Image: Megan Forsythe
Page 17 of 46
Scituate Public Schools
SCITUATE HIGH SCHOOL MUSIC
ALL EAST Music Festival, (Submitted by Band Director Sally Cole Tucker)
One of the SHS Symphonic Band members, Ian Strobino, was accepted to the All East Music Festival that
will be taking place in Providence, RI this upcoming April 9-12th. He was one of only nine Massachusetts
students to be selected for this prestigious honor. Quite an accomplishment! Ian will play in the percussion
section, and will perform with students from all over New England, NY, PA, and Maryland. Ian is an
outstanding musician (percussionist), and this will be a wonderful experience for him. Please be sure to
congratulate Ian when you see him!
SHS students accepted to Music Festivals; SHS Music staff will play a valuable role at Senior District
(Submitted by SHS Music Teachers Bill Richter and Sally Cole Tucker)
Thirteen students were accepted to this year’s M.M.E.A. (Massachusetts Music Educators Association)
nd
Southeastern District Senior Music Festival. The auditions were November 22 at King Philip Regional High
School. They were chosen from over 1400 students who came to audition that day. The six with asterisks (*)
were invited to audition for Allstate Music Festival in January. Another 9 music students were accepted to the
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Junior District Festival. Those auditions were on December 6 at the Furnace Brook Middle School in
Marshfield. Both Sally Cole Tucker and Bill Richter will serve on the Board of the M.M.E.A. Southeastern
District. Richter will be Chairperson, and Cole Tucker will be Instrumental Representative. Vickie Schlosser
will be the chorus accompanist for both festivals.
SENIOR DISTRICT:
Joseph Downing, Chorus, tenor*
Emma Dwyer, Band, clarinet
Liam Healey, Jazz Band, baritone sax*
Abigail Hilditch, Chorus, soprano
Thomas Jarnot, Chorus, bass
Scott Kamp, Chorus, bass*
Alexander Kenney, Chorus, bass
Burak Laciner, Chorus, tenor
George Malouf, Chorus, tenor
Jillian Palubicki, Chorus, alto
Teddy Ragge, Chorus, tenor*
Scott Reinhardt, Orchestra, trumpet*
Ian Strobino, Jazz Band, drum set*
JUNIOR DISTRICT:
Jake Barrett, Band, trumpet
Annabel Christenson, Mixed Chorus, alto
Mia Farwell, Treble Chorus, soprano
Matt Fishman, Jazz Band, trumpet
Nicole Marcella, Treble Chorus, soprano
Chloe Morrill, Treble Chorus, soprano
Kira Schlosser, Orchestra, flute
Lydia Silva, Mixed Chorus, alto
Birch Swart, Mixed Chorus, tenor
SHS Winter Concert Impresses Once Again
Left: SHS Men’s Choir performs the Jackson 5’s “ABC”, impressively arranged by Student Teacher Greg Daigle
Right: Andrew Mingels performs a piano solo during “Crunchy Frog”
GATES INTERMEDIATE MUSIC:
Gates School Music Students accepted to Junior
District Festival.
Aidan Chaisson, Mixed Chorus
Kyle Halevi, Jazz Band, trumpet
Win Lawson, Orchestra, trombone
Jack Nelson, Band, trumpet
Michael O’Keefe, Mixed Chorus
Gates Music Teacher Nadia Swartz selected as Guest
Conductor for the Jr. SEMSBA Festival
Nadia Swartz has been appointed to conduct the Treble
Choir at this year’s Junior SEMSBA Music Festival in May,
2015. She is excited to receive this honor. Wish her luck!
Gates in school Winter Concert entertains all the day
before winter break. Images to the right.
Flutists Lizzie Slein (L) and Erin
Logan (R) perform during the inschool concert at Gates.
Page 19 of 46
Scituate Public Schools
Elementary Winter Concerts
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th
Hatherly’s 5 /6 Grade Chorus
embeds a sense of
showmanship for the audience
at this year’s Winter Concert on
nd
December 2 .
th
Wampatuck’s Combined Choruses (4 ,
th
th
5 , 6 grades) ended the Winter
Concert with a “Winter Fantasy” finale in
harmony; the entire school audience
sang along with the “Jingle Bells” part.
Even excited Early Childhood students
in the front row participated.
The Cushing Band performs “All Through The Night”
using simple and complex rhythms during the in-school
Winter Concert on December 1st.
The Jenkins chorus performs for a full
auditorium during the Winter Concert on
th
December 9 .
Photo Credit:
William Richter,
Program Specialist for Music, K-12
Left - Wampatuck Third
Grader Alli B. created a
mixed-media project
inspired by Maurice
Sendak’s Where the Wild
Things Are
Elementary Artwork
Fifth graders at Hatherly created
India Ink trees inspired by the art of
famed photographer Ansel Adams.
Left: Ben R.’s tree
Above -During art class,
Jenkins fifth Grader Delaney S.
painted a landscape inspired by
German-born American painter
Wolf Kahn
Photo Credit: Art Teacher
Eileen Rotty
Right- Fourth grader Edwardian V. recreates
Victorian Architecture in his painting.
Left and Above - Wampatuck Art:
(Submitted by Art Teacher Danielle
Mihaley; Photo credit: Danielle Mihaley)
During a fourth grade art lesson this past
November, the South Shore Art Center
came to present a lesson on Chinese
brush painting. This art project made
interdisciplinary connections with the fourth
grade immigration unit.
Page 21 of 46
Scituate Public Schools
English Language Arts (7-12) – Submitted by Ryan Lynch, Department Head
SHS Journalism Students Attend Sports Journalism
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On October 24 , Mrs. Catherine Hall and eleven students from the Honors Journalism class at SHS attended
a sports journalism workshop at Boston’s University’s College of Communication. The workshop helped staff
writers from The Scituation to learn strategies to meet the challenges facing sports journalists, including
staying timely and balancing team coverage and coverage of individual athletes. Look for evidence of these
new sports journalism skills in the next edition of The Scituation (www.scituation.net).
Spotlight on Authentic Student Work:
Teachers in the English Department have been collaborating to
design performance tasks that provide students with voice and
choice while also assessing their progress toward achieving the state
standards in ELA.
Grade 7 English
This fall, all grade 7 students wrote original short stories as the
culminating performance task for their unit on short stories and
figurative language. Grade 7 English teachers developed the original
short story performance task as a way to focus students’ reading as
they analyzed four selected short stories. After identifying and
analyzing how authors use figurative language and plot structure,
students demonstrated their understanding of these techniques by
applying them to their original short stories. Several classes revised
their short stories using Chromebooks and sharing their in-process
work through Google Docs.
[A screen shot from Casey Kelleher’s
Personal Credo Project, “Half Hard, Half
Soft”]
English 3: College Prep. and Advanced Placement
All juniors (both in College Prep. and Advanced Placement classes)
have completed the Personal Credo Project, which challenges
students to set a personal “learning stretch” aimed at selfimprovement, much like Thoreau and the other Transcendentalist
th
thinkers of 19 century Massachusetts. Students wrote detailed
journals of their progress toward their self-selected goal; students
then developed and wrote an original personal philosophy based on
what they discovered during the course of the project. The final
requirement was for students to design, build, and share an artifact
based on their goal. Students’ accomplished goals included learning
sign language, self-defense strategies, how to create and publish
graphic novels, and meditation techniques.
[A hand-made chess board made by
Ian Murray as part of his Personal
Credo Project]
English Language Arts (7-12) - Continued
Scituate English Courses Roll Out Common Assessments in Grades 7 - 11:
This fall, students in grades 7-11 completed common assessments that were
developed by the English Dept. 7-12. During in-service days and outside of the school
day, English teachers analyzed the Massachusetts English Language Arts Framework
to determine how the updated standards would be assessed. Teachers then identified
grade-appropriate texts, and created prompts that students would answer in response
to these texts. These common tasks will provide students with assured opportunities
to show the progress they are making toward achieving the standards outlined in the
new Common Core. Teachers now will analyze the student performance data to
identify students’ areas of strength and where students might benefit from additional
practice and re-teaching. Developing assessments “in house” is demanding work, and
Scituate English teachers showed that locally-developed assessments can deliver
critical information about the progress students are making in Scituate.
Fiction and Non-Fiction Pairings
Since the implementation of the 2011
Massachusetts English Language Arts
Framework, Scituate English teachers have
continued to align the curriculum with the updated
standards that focus on literature, informational
text, and argument text. This fall, Grade 8 English
and History teachers added to the curriculum I Am
Malala, the 2014 memoir of Nobel Peace Prize
winner Malala Yousafzai. Incorporating I Am
Malala provides a current and engaging link to this
Grade 8 unit centered around Laurie Halse
Anderson’s historical fiction novel Chains, which
tells the story of a teenage slave during the time of
the Revolutionary War. Both texts help students
to address the unit’s essential question: “What is
courage?” Students developed individual
responses to the essential question as they
designed and completed a multi-media
performance task that is a blend of images and
lyric poetry.
and Literacy
K-6 Schools
Page 23 of 46English Language Arts
Scituate
Public
Curriculum Coordinator-Stacey Pattou-Hammond
K-4 Data Team Meetings and Sharing Best Practices
This year the data team meetings have a new focus on collaborative sharing of best practices across the district.
The first meetings were held on October 28th, 29th and 30th. At these meetings teachers were able to share their
current practices and identify useful resources related to the pre-determined instructional focus areas. Google Docs
were created for this purpose so all staff may view and access the resources and strategies shared. The next data
team meetings held at the end of January will continue the grade level focus of sharing best practices across the
district.
Some topics will include:
1.) Exploration of the STAR Assessment and the available tools that support grouping
2.) Structure for the Intervention Blocks and/or Literacy Block
3.) Review and Editing of Sharing Best Practices K-4 Documents
4.) Exploration and hands-on sharing of materials and examples of the grade level lessons and resources that are
used for the instructional focus areas.
Update on Understanding by Design Units and the District's Long-Term Curriculum Vision K-6
On November 4th, elementary staff in all four schools attended professional development presented by Kathy Zeiss
a consultant from McTighe and Associates Consulting. She presented on key "Understanding by Design" principles
and goals. This professional development supports the district's Scituate Educational Experience Vision Plan. (SEE
Plan)
"By September 2018, 100% of the Scituate Public Schools Curriculum will be horizontally and vertically aligned across and
between grades and schools, and aligned with state frameworks to provide a guaranteed, comprehensive, accessible, relevant,
and rigorous 21st Century educational program as evidenced by published written UbD curriculum guides, observable classroom
instruction, and proficiency on state assessments."
On September 24th, October 21st, November 10th and December 10th, teachers from the district's elementary
schools continued this work. The established department meetings and professional days provided staff with
necessary time to collaboratively discuss curriculum, analyze and unpack standards while identifying potential units
of study to adopt, refine and/or create. The key factors in creating Understanding by Design focus on learning goals
where students acquire new information and make meaning of the content. The goal is to transfer their learning to a
novel situation or scenario which applies to real-life application. It usually reflects an important situation, issue or
problem.
At this point all the members of the K-6 teams have identified at least one unit of study based on "Understanding by
Design" principles that they are working on and currently sharing across the district. To facilitate the sharing, Google
Docs are being utilized by all K-6 elementary staff.
Some teachers have begun to implement units created this year, but primarily next year all grade level teachers will
pilot the units to gain insights into the initial implementation. This will be an ongoing process with feedback taken
from grade level teams so they may be adjusted and refined according to implementation outcomes.
The Massachusetts State Department of Education has supported this effort for districts by providing resources to
use for this process and sample units of that may be accessed online. The UbD units of study can be used as
models or a starting point for the district's long-term goal. These can be found at
http://www.doe.mass.edu/candi/model/.
Social Studies
This year a district schedule for the 5th and 6th grade research projects was created in collaboration with Anne
Lattinville from the Scituate Town Library. This schedule which staggers the projects should help to ensure that
students in the four elementary schools are able to access the necessary resources associated with the grade 5
Great American /Wax Museum and grade 6 Ancient Civilization projects. This collaboration is an effort to provide
support to parents, the public library and the community.
The link below provides access to helpful research guides which may support your child's work.
http://www.scituatetownlibrary.org/children_studentassignments.html
Counseling – Submitted by T. Rundle, Department Head
Elementary Counseling News
The Ambassador Program at Wampatuck Elementary School
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provides a wonderful opportunity for 6 grade students to take a
leadership role in their school community. The goals of the
Ambassador program are to instill the desire to help others without
receiving anything in return, to teach responsibility by being showing
up to their job on the right day and at the right time and being a role
model to younger children in the building.
As Ambassadors they have jobs helping staff. Ambassador jobs can
be tutoring younger students, helping students get started or packed
up at the beginning or end of the day, watering plants in the building,
cleaning up the art room, assisting in PE, wiping down netbooks, etc.
The Ambassadors love their jobs and students and staff love their
help. It’s a win/win for everyone.
In addition to weekly jobs, the Ambassadors help with PTO or school
events. The Ambassadors most recently helped with the set-up,
coordination of events and the clean-up of the annual Wampatuck
Holiday Fair. The PTO had nothing but praise for the Wampatuck
Ambassadors.
At this time of year, the Ambassadors remind us that it is the little
things that we do for others that make all the difference in the world.
Happy Holidays! – submitted by Paulette Marino, LICSW, School
Adjustment Counselor (Wamputuck/Cushing)
Gates Counseling News
Mr. Shawn Sullivan, Chief
Marketing Officer for the Boston
Celtics, was the guest Career
Speaker at the Gates Intermediate
School on December 5, 2014. Mr.
Sullivan talked to the group of 80
eighth grade students about his
college and career choices. He
emphasized the importance of
making a plan, setting realistic
goals, networking with others, and
making most of one’s time. He
encouraged the students to
always give 100% to whatever
their interests and goals maybe.
He added, “If you’re going to get
up every day and go to work, then
love what you do.”
For more information on the Gates
Speaker Series, contact Ms.
Mahoney at [email protected]
or Ms. Driscoll at
[email protected] - Gates School
Counselors
Page 25 of 46
Scituate Public Schools
Scituate High School Counseling News
College & Career Readiness Day - On Wednesday, October 15, 2014, Scituate High School students
participated in its SEVENTH annual College & Career Readiness Day. Freshmen participated in an
interactive program entitled, “Making High School Count” which taught students about making the most of
their high school experience. Students also were introduced to Bridges – a new Career Exploration tool
(made possible by a generous donation from SHORE) by the School Counselors. They also participated in a
presentation by AFS Intercultural Exchange Program and class-wide meetings with administration.
This day was also set aside for the 10th and 11th grade administration of the Preliminary Scholastic Aptitude
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Test (PSAT). The School Counselors disseminated the score results to students on December 18 during
the school day. Since offering the PSATs to all students starting in 2008, Scituate has seen an increase in
our overall SAT scores, suggesting that students’ exposure to and familiarity with the PSATs provide great
benefits to our students. In the afternoon, juniors met with their school counselors in small groups to
introduce them to Naviance/Family Connection (our on-line college exploration and application module.)
Seniors had the option of participating in several workshops tailored to their college and career goals.
Workshops included: Navigating the College Application with School Counselors; College Essay
Writing (with High School English teachers); Financial Aid 101, Managing Senior Stress; Surviving
College – The First Year; Military Options; Community College, Credit Cards – the Good, the Bad &
the Ugly, and Hottest Career Trends –with the MA Workforce Investment Board.
College and Career Day photos: Top Left: Members of the Armed Forces discuss military options with seniors; Top
Right: Mr. Howley talks to students about making healthy decisions in college; Bottom Left: Seniors pose for a photo
op during a workshop; and Bottom Right: Ms. Lopes discusses stress coping skills with seniors.
Early College Application Trends - As previously reported, the number of SHS students applying to college
under an early admission program continues to increase —and is showing no signs of stopping! As of
November 1st, the School Counseling Department processed over 1,444 early application materials
representing over 63% of the senior class. Early applications include early action (non-binding) and early
decision (binding) applications.
The upward trend in the number of applications processed by the November 1st deadlines has required the
School Counselors to make some changes to programs and services. For example, “Senior Parents Night”
which traditionally was held in mid-October, was moved up to the second week of school.
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Financial Aid Night at SHS - On December 9 Scituate High School hosted a financial aid night in the SHS
Media Center. Sponsored by MEFA (Massachusetts Educational Financing Authority), this seminar was geared
to parents and guardians of college bound seniors. Topics that were discussed included; financial aid
applications and eligibility, types of financial aid available, how colleges determine how much aid to offer and
understanding award letters. Ms. Jodi Then of MEFA was the guest presenter. This presentation mirrored the
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student presentation that was delivered to seniors on October 15 , during College & Career Readiness Day.
For more information on financial aid resources sponsored by MEFA, visit: www.mefa.org/seniors and/or
www.mefa.org.
The New School Counseling - Many of us remember the term “guidance counselor” from high school. A
guidance counselor worked in a high school and assisted students with picking a vocation or giving college
advice. This form of guidance counseling went through a major reform because there was little evidence to
prove its effectiveness. The counseling profession has evolved significantly over the last 15 years and
counselors today prefer to be referred to as “school counselors”, not “guidance counselors”. Today school
counselors’ responsibilities include, but are not limited to: academic support, social/emotional development and
career and college readiness. School counseling programs are a collaborative effort between the school
counselor, parents and other educators to create an environment that promotes student achievement. They
meet the student as a freshman and continue to work with them throughout their high school years. This allows
the counselor to get to know the student and watch them develop over the course of the four years. At Scituate
High School, the counselors have about 200 students and they work diligently to make sure they are staying on
track with their academics, developing a post high school plan and making the most of their school
experiences. They wear many hats at Scituate High School and want students, parents/guardians to utilize
them as a resource. Whether your child wants to explore careers, develop study skills or get assistance filling
out their college application, the School Counselors at Scituate are eager to assist. If you haven't met them, I
encourage you and your child to establish a relationship with their assigned counselor. They will be your child's
biggest advocate throughout their high school experience. – Submitted by Ms. Amanda Bruneau, SHS School
Counseling Intern.
JUNIOR PARENTS NIGHT - On Thursday, January 15, 2015 at 6:30 pm, the high school counseling staff will
present an information session on the post-secondary process for college bound junior parents and caretakers.
More information will be forthcoming after the New Year.
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8 GRADE STEP UP NIGHT - On Thursday, February 26, 2015 at 6:30 pm, the high school Counseling staff
will present an information session on the Program of Studies and the course selection process for
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parents/guardians of incoming 9 graders (the SHS graduating class of 2019). This will be held in the Scituate
High School library. More details to follow.
Page 27 of 46
Scituate Public Schools
IS YOUR TEEN STRESSED OUT?
TIPS FOR ADULTS---HELPING TEENS FIND BALANCE
1. Model balance and healthy coping strategies in your own life.
2. Continue to lay the groundwork for a positive relationship with your teen so they will turn to you
if/when they need help….Encourage your teen to share their stresses with you and LISTEN
without judgment. Offer solutions only if they ask for input.
3. Help them prioritize, manage their time, and set realistic expectations.
4. Encourage them to surround themselves with people who care and support them.
5. Continue to provide age appropriate structure and limits as part of your teen’s daily routine,
especially in the face of stress.
6. Help them to learn and practice healthy coping strategies.
7. Encourage them to make time for themselves.
8. Offer continued support and reassurance.
9. Consider professional help if the level of stress appears prolonged or more intense than your
teen seems able to manage.
10. Please don’t hesitate to contact SHS teachers, administrators or school counseling office with
any questions or concerns about your teen!
-Submitted by Jen Lopes, LICSW, SHS School Adjustment Counselor
Health and Wellness
Respectfully submitted by the
Scituate Public Schools Health & Wellness Department
Greg Ranieri Department Head K-12
Understanding the positive impacts of social and emotional learning (SEL) has on school culture as well as
nurturing good learners, Scituate Public Schools, in conjunction with grant earned from the Blue Hills
Community Health Network Alliance (CHNA), has reinvested time and resources into Open Circle
programming. Open Circle is a curriculum-based program for children in kindergarten through grade 5,
designed to strengthen students' social and emotional learning skills related to self-awareness, selfmanagement, social awareness, interpersonal relationships, and to foster safe, caring, and highly engaging
classroom and school communities.
Open Circle lessons increase students' prosocial behaviors (e.g., including one another, cooperating,
speaking up, calming down, expressing anger appropriately, problem-solving, positive self-talk) and reduce
students' problem behaviors (e.g., disrupting class time, teasing, bullying). The lessons build the foundation
for a cooperative classroom environment and give children the skills they need to solve interpersonal
problems and to build positive relationships.
Scituate Public Schools is committed to preventing unhealthy outcomes for our children. We understand that
mitigating risks as early as possible is a winning paradigm. By promoting mental health, which has immediate
outcomes, we will also realize-long-term outcomes of improved resiliency and reduce health risk indicators,
such as low self-esteem.
With a renewed energy for Open Circle, four Scituate Elementary Schools will realize the following proven
outcomes:
•
The establishment of a common vocabulary across K-5 grades at all schools, as well as strategies
and expectations for student behavior
•
Improved school safety, school climate and student and family engagement
•
Increased student ability to listen, speak up, calm down, show empathy, express anger appropriately,
cooperate and solve problems
•
Reduced peer exclusion, teasing, bullying and fighting
•
Improved educators’ classroom management, dialogue facilitation and ability to address students’
social and emotional needs
•
Strengthened educators’ own Social Emotional Learning skills, collaboration and trust
•
Returned time for academics by proactively addressing behavior problems
Sometimes your child will have a homework assignment from Open Circle that might require your
participation. You can help your child develop the skills we are working on in Open Circle by discussing and
practicing them at home. You might ask your child to tell you what we talked about in the last Open Circle
Meeting.
You will receive Open Circle Home Links periodically to keep you informed. They will include new vocabulary
words and suggestions for some children’s books that relate to Open Circle lesson topics. You might want to
check one or two of these books out of the library to read with your child. For more information about Open
Circle, please visit www.open-circle.org.
Page 29 of 46
Scituate Public Schools
Health and Wellness (Continued)
Feedback from elementary faculty trained in Open Circle has been extremely positive. Ms. St. Martin,
Cushing elementary school teacher, is currently in the process of being certified as an Open Circle Peer
Coach and believes the following about Open Circle:
“I think that with all of the emphasis on assessment, and data, it is more important now than ever to be
implementing Open Circle. It gives children an outlet to talk openly about their feelings and learn how to
manage their emotions. I find that with my kindergarteners, Open Circle gives us a common language when it
comes to all things social ... giving compliments, recognizing differences, solving problems, and voicing
concerns. It creates a safe and positive classroom environment. Children know that Open Circle is a
judgment-free zone and I see boys and girls who may not usually speak up, voicing their feelings and
concerns and sharing personal stories. I see immediate and lasting effects after Open Circle lessons. The
children reference them often and use the language provided. I have even had children share stories with me
about times that Open Circle helped them with a situation at home.
As a classroom teacher, it provides me with an opportunity to get to know my students on a deeper level.
Building this trusting relationship early in the year provides for a much more successful learning environment.
If children are afraid to fail, they may not try. If they trust in themselves and they trust in you as a teacher,
they will take more risks. Open Circle facilitates this trust.
I cannot say enough about how Open Circle has changed my classroom environment. I can best explain the
effect using a child from last year as an example. In the beginning of the year he was constantly fighting with
children because he did not understand the concept of sharing or using words to express his needs. As the
year progressed, he went from being a child who would snatch a crayon out of someone’s hand, to a child
who would walk across the room and give up his red crayon for a child who wanted to draw a fire truck. As a
kindergarten teacher, this means even more than seeing a child reading or writing at the end of the year.
When you see children who go out of their way to include a child who looks lonely, it is truly heartwarming.
These are the people who are going to change the world that we live in. Open Circle teaches them to be the
best version of themselves.”
Engaging in “Positive Self-Talk”
and sharing “Compliments” with
others are two norms
championed as part of the Open
Circle curriculum.
Elementary teachers engaging
in core Open Circle training.
This training provides teachers
with the tools and skills to
implement the program within
their classroom.
Having experienced Open Circle
programming, Specialist and
Support Staff can reinforce
curriculum concepts throughout
the school day and use them to
enhance their own work.
History and Social Sciences (7-12)
Submitted by Steve Swett, Department Head
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Scituate Public Schools
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Scituate Public Schools
Mathematics 7-12 - Submitted by E. Grindle, Department Head
Staying “Ahead of the Curve”
As we change seasons in New England it reminds us of mindsets around the way we think and feel. Whether
we fight against or embrace these unpredictable winters, it can be more manageable if we are as informed as
possible about what to expect. With that in mind, this snapshot of the Common Core Math Developed by Tricia
Bevans and Dev Sinha of the University of Oregon Department of Mathematics provides grade by grade descriptions
of why and what your children are experiencing. There are examples by each grade as well as great conversation
starters around math education.
http://pages.uoregon.edu/dps/CommonCore/CCSSM_bygrade.pdf
Here is an excerpt from the article: “Mathalicious” which included an activity called “Text Me Later.” The
activity requires that students time each other texting short messages, and then calculate how far a car travels in that
time. “These kinds of activities lend themselves to project-based learning, team teaching, and community
engagement.”
Collaborating with Technology
High School Geometry students take
an opportunity to get real time
feedback with QR codes while they
analyze the properties of triangles
during their class.
Math Team
The Scituate High math team, coached by math teachers, Mr. Parkins and Ms.
st
McGlynn has participated in two meets this year. They tied for 1 place in the
November meet and are currently in 4th place in the division! Two of the top
performers, Adrianna Crowell and Ellis Rose, are both in the running for high
scorers for their respective grade levels. The next meet for the team will be on
January 8th at Weymouth High School, Go Sailors!
Got Code?
Many students participated in the “Hour of Code,” utilizing their functional and
logical math skills to complete programming tasks in a game setting. They enjoyed
the experience and were surprised at how accessible the world of programming is.
Here is a link to the great website, try it out for yourself! code.org
MIT
Each year we encourage students to attend MIT Splash (grades 9-12) and we were fortunate that some high
school students took advantage of the opportunity to participate on November 22 and 23rd. The opportunity for
7th and 8th grade students to participate in MIT Spark is still available! https://esp.mit.edu/learn/Spark/index.html
This very inexpensive opportunity to explore “cool” courses at MIT is open to all students at Gates Intermediate
School. Registration will begin in February, so check out the link above for more information!
Science 7-12 - Submitted By K. Elich, Department Head
GATES:
th
7 Grade:
Students in Ms. Chambers’, Ms. Jaymes’, and Ms. Hughes’ classes are finishing up their unit on Chemistry.
Students have learned how to represent atoms using Bohr models and the connection to Lewis Dot structures.
Students are mastering why compounds form and have been using the Molypod kits to build models of
compounds. This unit will finish with chemical and physical properties of matter, and how that information can be
used to identify elements.
th
8 Grade:
th
The 8 grade students are finishing their unit on Astronomy by choosing a planet to sell. This activity requires
students to use persuasive writing, along with unique facts about their planet, to create a poster or brochure to
convince their classmates why their planet is the best. Their next unit will bring them back down to Earth as they
begin a unit on genetics.
Robotics and Engineering:
th
Students have just completed “challenges” in their Robotics and Engineering classes. The 8 grade Robotics
students designed a robot that could complete a set of tasks. The Engineering students competed in the “Monster
Truck” challenge that required them to design a Monster Truck that could complete an obstacle course.
HIGH SCHOOL:
CHEMISTRY: Students in the
chemistry classes have had a busy
fall. Students have learned about
chemistry concepts through their
laboratory investigations.
Students in Ms. Moore’s Honors
class have been learning how to
determine % composition and how
to classify reactions. On October
rd
23 , they celebrated National Mole
day.
A Halloween demonstration of the
decomposition of H2O2 by potassium
iodide.
Will Montgomery, Isabel Garber, and Sabine Adorne use gloves to
check out the exothermic reaction.
Mole Day
Celebration
Jack Finlay calculates
the % composition of
Cu in a penny
Sarah McBrien
and Taylor
Latwas
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Scituate Public Schools
In AP Chemistry the tradition continues! Students in AP Chemistry were joined by the students in Mrs. Varasso
and Mrs. Meredith’s class to make ice cream. Students in AP Chemistry use this activity to learn about freezing
point depression.
USING THE NEW
TECHNOLOGY IN THE
CLASSROOM:
SHS Chemistry students in
Ms. Moore's classes use the
new Chromebooks to
research nuclear chemistry
applications, such as nuclear
medicine and nuclear
submarines, and create
PowerPoints to present to
classmates.
ASTRONOMY: Students
in Mr. Maguire’s
Astronomy class finished
out their semester with a
field trip to the Museum of
Science where they
visited the planetarium
and participated in lively
discussion on celestial
objects.
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Scituate Public Schools
STEM K-6
Submitted by Donna Moffat, Coordinator
Math
In education, there has been a heavy focus on the Common Core State Standards. These standards are the
foundation that the Massachusetts Curriculum Frameworks is built upon. For math instruction, these
standards have changed the way math is taught and learned by our students. Children spend less time
practicing isolated methods of math, and more time solving complex problems. Students find solutions to
these problems by connecting different math methods, using technology, and creating multiple
representations that demonstrate the ideas used to solve the problems. Students are the asked to justify
their thinking verbally and in writing.
For many elementary parents, this approach to math appears daunting and complicated. It certainly is not
how math was taught ten to twenty years ago. The generational difference in mathematical instruction and
learning has led to some confusion, and families have many questions. How can parents support their
children when they are not sure about the methods being taught? What are teachers expecting of their
students when learning and applying math? Why are children learning math with these new approaches?
Recently, an article, “Common Core Math Parent Handouts” by Tricia Bevans and Dev Sinha, was passed
on to members of our math department. This article provides some excellent insight on math learning in
grades K-6 and offers answers to these questions.
In the article, Bevans and Sinha provide detailed information about the math learning expectations for grades
K through 6, and offer great suggestions to support and further develop children’s math skills and
knowledge. Each set of grade level suggestions highlight the importance of “talking about math” at home,
and looking for those real-life moments when math can be applied. These teachable moments will assist in
solidifying students’ conceptual knowledge of mathematics; and help them to learn how to apply what they
know to the world around them. Take a moment to read this article, it is valuable resource filled with helpful
information. http://commoncoretools.me/2014/11/21/common-core-math-parent-handouts-by-tricia-bevansand-dev-sinha/
Science
Recently, Superintendent McCarthy and members of the Science Department met with the Parent
Coordinators of the Science Spectacular. Planning has been underway for quite a while, and the ideas and
events planned for this year’s events are exciting. More information will be provided in the coming months.
We’re looking forward to working together to make this year’s Science Spectacular-- the best yet!
The Scituate Science Spectacular
The Event
The third annual town-wide science event will be April 9th, 2015 at Scituate High School. All
students (K-12) are invited to exhibit a science experiment or demonstration at this exciting
event. Each student wishing to show his/her project will need to register at the Science
Spectacular website; registration will open early January.
Mentorship Program
The free Science Mentorship program will be held on several Wednesdays leading up to the
event. This program will include science demonstrations and workshops (NEW this year!), as
well as our popular mentoring sessions where High School students, teachers and community
members mentor students on their projects, and help them prepare their final posters. Look out
for more information and dates. Mentorship registration will also be available early January.
ScituateScienceSpectacular.com
What makes the Scituate Science Spectacular so exciting and ground-breaking?
The Scituate Science Spectacular revolves around three main exhibits: a Student Exhibit area
which will highlight the results of student-produced scientific research, experimentation and
creation, as well as exhibits by our science oriented school groups; a Hands-On Science area
where students and families will interact with science experiments and live demonstrations; and
a Science in Scituate exhibit where parents and other community members put on an
interactive show-and-tell detailing how science is being used here in Scituate and beyond.
New last year was the Science Symposium which offered an opportunity for us all to learn the
top developments in the science world from our own neighbors and world class scientists.
These wonderful talks will be held once again, separate of the Sci Spec, date TBD.
Contact [email protected] with any questions. Kindly drop us a line if
you’d like to help us plan, help the day of, demonstrate in Science in Scituate, know
someone we should connect with, or if you have ideas to share.
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Scituate Public Schools
World Languages
Submitted by
Kate Ciulla, Department Head
Mandarin Chinese at SHS!
Mandarin Chinese will be offered as world language option for all high school students attending SHS next year!
Students may opt to enroll in a Mandarin Course as part of their two year World Language graduation
requirement starting in school year 2015-2016. The World Language Department is committed to developing
programs in order to expose students to a variety of courses, programs and instructional practices and we are
thrilled to introduce a Mandarin Program for school year 2015-2016.
The Mandarin Language has been growing in popularity ever since the American Government identified
Mandarin as a critical language for students to learn. The emergence of Mandarin programs, both at the
secondary and collegiate level, are at an all-time high. Tourism in China has increased over the past decade and
curiosity of Chinese cultures and languages has heightened since the interest in the 2008 Olympics in Beijing,
China. High School Programs across the nation are responding to the all-time high interest in Chinese language
and culture. As more and more high schools expand their offerings to include Mandarin, members of the Scituate
community recognized the need to respond to the fact that Mandarin is becoming the first choice for second
language study here in the United States.
High school world language programming across the nation is responding to the need to better prepare
our students to be competitive in a global society. In order to effectively prepare our students to be active
members of today’s global society we must continue to expand our language offerings to reflect the real world.
“Increasingly, leaders in the public and private sectors are recognizing the rise of Asia as one of the central facts
st
of the 21 century.” (www.asiasociety.org) China's dominance in the global economy means that anyone doing
business on an international basis is likely to interact with Mandarin speakers. Speaking Mandarin has become a
prized commodity on college applications as well as a showcased addition to professional resumes. It is an
essential piece to preparing our students to thrive in our global world. We look forward to growing the program to
include various levels and multiple possible entry points.
In addition to offering Mandarin Chinese Language Courses, our high school will welcome Chinese
Exchange students next year. Students will spend a year living with Scituate families and attending Scituate High
School. A partnership with the Cambridge Institute of International Education has made this exchange possible.
The Cambridge Institute of International Education is a Boston-based educational consulting firm that increases
international participation in American schools and strengthens the ability of those institutions to educate
international students. It is our hope that the Chinese Exchange students and the Mandarin programming will
contribute to a more diverse high school setting for our students and openness to cultures and other ways of life.
If you have questions about the Mandarin Program or the Chinese Exchange Program please contact Kate
Ciulla, Department Chair for World Languages at [email protected].
MFA Field Trip to See Francisco Goya’s Exhibit
Submitted by Kate Ciulla, World Language Department
(Spanish 4 and 5 students outside the exhibit “Order and Disorder”)
th
On Friday December 5 , 110 SHS Spanish students visited the Museum of Fine Arts’ Francisco Goya Exhibit.
Students in Spanish 4 will study a unit on the three major Spanish Artists (Francisco Goya, Diego Velazquez and
El Greco) after midyear exams. The Mundo 21 Course explores Spain and its culture while introducing students to
the work of Francisco Goya. The opportunity to visit the Museum of Fine Arts allowed students the chance to walk
through an exhibit dedicated to the wonderful work of Francisco Goya which they explore in class.
Latin Field Trip to Brown University
Submitted by Skye Fenton, SHS Junior
th
On Monday, December 8 , Scituate High School Latin students attended the annual Latin caroling concert at
Brown University. Students have the opportunity each year to go to this unique holiday celebration, in which an
entire service of carols and readings is presented in Latin, Greek, and selected other languages. This year, a
number of freshmen, sophomores, juniors, and seniors all went on the trip. As a junior, this was my first time, and
I am already excited for next year.
When we arrived on campus, we were herded along with the other attendees of the concert into a
beautiful old church. Once upstairs, we were handed programs which included each reading and carol that would
be performed, as well as its English translation. Then we crowded into cozy wooden pews facing the stage. “It
was really cool to think that almost everyone there knew or at least had an appreciation for Latin. Sometimes in
school it feels like the Latin students are a minority,” said Wells Culkins, a current Scituate High Sophomore in
Latin III.
Before the concert started, there was great excitement as Jamie Kelleher and Isabel Martin, two former
Scituate High Latin students who now attend Brown, met us in the pews. I had talked to Isabel about attending
the concert the day before, and she had said that, “We have been so excited about it for weeks now. We feel that
it will be the highlight of our academic career.” This may be a slight exaggeration, but it is safe to say that this
caroling concert really makes an impact on students. I myself enjoyed it immensely.
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Scituate Public Schools
Latin Field Trip to Brown University - Continued
The speaker that led us throughout the concert, as well as the other professors and students that read selections,
were amazingly articulate in Latin. It was intriguing and inspiring to see others so talented in speaking this ancient
language. Students usually only hear such advanced speech from our teacher. Throughout the concert, we would
be asked to stand in Latin, and to join in singing a carol in Latin. My favorite song was “The Twelve Days of
Christmas.” Jackie Thornton, a Scituate High Junior in Latin IV, commented that, “My favorite thing was the guy
that would jump up from behind the podium with the Latin signs that told us to laugh or applaud. I want that guy's
job.”
After the concert, as we all gathered by the big tree outside to say goodbye to our friends and take Latin
class pictures, there was an aura of pride and a feeling of community throughout the students. We had just
witnessed an extremely impressive demonstration of the Latin language: our language. So often we are told that
we study a dead language that is no longer worth studying. That night, however, we saw how beautiful and relevant
our language could be. We may have only been able to pick up small snippets of Latin that we knew off hand, but
we were excited that we could do that. We even occasionally recognized a figure of speech or two. We were proud
of our years of study and inspired to keep studying. I doubt that anyone else at your Christmas party will be able to
sing “The Twelve Days” of Christmas in Latin, unless of course you invite us.
(Students at Brown University)
(Patricia Jacquart with SHS Alum)
(Magistra Raymond with students)
Special Education
Submitted by
The Special Education Team of the Scituate Public Schools
Dear Families,
This year we celebrate 40 years of the special education law, IDEA being in place for children. I shared the
following statement with all of the Scituate Public Schools educators last week and want to also share this with you.
As the families of children with special needs, you strive each day to assist your child to achieve goals set for and by
them. I want to also recognize you as people who dream, hope, reflect, inspire to inspire, stay passionate and
committed for your children. Thank you for supporting them and working with us for your children.
Dream Aloud Together
The special education law was first put into place 40 years ago. Look how far we have come in education for
all students. You are all such great educators and I want to thank all of you for what you do every day for all
children.
Dream, Hope, Reflect, Be Inspired to Inspire, Stay Passionate, Stay Committed
For all Children and Families.
Sincerely,
Dianna Mullen
Director of Special Education
Scituate Public Schools
40 Years- Benefits for All
While inclusion is based in special education law to provide all students a free and appropriate public education,
inclusion and co-teaching have sound educational and social benefits for all students including those without special
needs. Below are some examples “success sightings” we have seen here in Scituate.
- Within the Vocational Life Skills program students have participated in the Family & Consumer Science class led by
Mrs. Noreen Hebert and co- taught alternately by age group with Mrs. Meredith and Ms. Varrasso . All students have
tested their skills in food preparation, cooking, clean up, safety, and nutrition. Many items from the garden, which is
grown and maintained by the students in the Vocational Life Skills Program, were used to prepare foods such as
pickles, salads, etc. A true “garden to table” experience has been provided through this inclusion partnership.
- Students without special needs, throughout the district, have been sighted supporting their classmates who may have
learning difficulties, behavioral challenges or physical limitations. We have seen specific examples of this as children
are gathering their classroom materials, working in groups, or participating in classroom based positive behavior
incentive activities. We have also seen our students with special needs work in the classrooms of younger students to
read or help with small group activities. Students helping students is an example of “interdependence”- a concept we
are working to foster with all students in all classrooms. It is a true community experience to see children help one
another without “being told to”. Inclusion provides opportunities for ALL TO SHINE!
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Scituate Public Schools
Remembering Beth Phelan
Members of the Special Education department along with some Scituate school teachers formed Team Bertha to
th
walk the Making Strides against Breast Cancer Walk in Boston on October 5 . We walked in memory of our good
friend, Beth Phelan, who lost her battle with cancer last January. Beth was a Special Education Teacher who was
dedicated to helping students succeed in school.
Technology - Submitted by John Mills
Scituate’s Bring Your Own Device (BYOD) Policy
With the adoption of the SPS Responsible User Policy in July, 2013, Scituate became a “bring-yourown-device” (BYOD) school district. The policy stated “The District believes technology is a powerful
tool that enhances learning and enables students to access a vast amount of academic resources.”
In order to promote student access to technological tools, the District opened a filtered, wireless
network through which students in specific age groups would be able to connect privately owned
(personal) telecommunication devices while observing rules of appropriate conduct and usage.
What are the student benefits of a BYOD policy?
1) Students are more comfortable with their own device: Studies have shown increased student
engagement (and parent approval) when the kids are allowed to use their own devices for learning.
It simply makes sense. The student already knows how to use their device to its maximum potential,
whereas students may require training on use of school-provided devices. There is also the added
security of knowing the device will be coming home with them, which is rarely the case with
textbooks or school devices.
2) Opportunities for differentiated or personalized Instruction: Many educational applications
feature the ability to prescribe curriculum tracks for every student, filling in background information
gaps that can slow a struggling student’s progress or hamper the enrichment of advanced students.
If a student starts falling behind, built-in analytics digitally alert the educator so he/she can focus
instruction on the curricular areas in which the student is struggling.
st
3) Providing students with 21 century skills: Small-group instruction is critical in students
developing the collaborative skills required for a successful post-K-12 career. However, with more
and more workers collaborating digitally in today's economy, students need a different range of skills
in order to work together. If each student learns via their own device, they can collaborate on
documents and products using services like Google Docs. Additionally, the twenty-first century
workplace will require digital literacy skills and BYOD provides students better avenues to practice
these skills.
4) Provides a learning resource that matches the pace of the student's schedule: With
assignments and background reading readily available online, students can access the information
wherever they find themselves, whether it be on the bus, at home, or waiting for practice to start.
Choosing the Right BYOD Device for Your Student
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Scituate Public Schools
An appropriate BYOD device should meet all of the following criteria:

Screen size should be 7” or larger

Device should have Wi-Fi capability

Device should not have cellular capability

Device should have access to a web browser
The other feature that is recommended is a physical keyboard, either built-in or connected via Bluetooth or USB.
Smartphones and BYOD
Most parents provide a smartphone (IPhone, Android, etc.) as a communication tool so that if there is a change
in the student’s plans, he/she can call mom or dad and let them know too. However, the use of smartphones
as BYOD devices is not recommended. This is due to the small screen size (limited functionality) and the
potential for distraction by incoming texts, etc. Also devices with cellular data capabilities can bypass SPS
content filtering and allow students to access content inappropriate for the school environment.
Technology - Submitted by Darlene Foley
Last spring School Committee
approved the Scituate Public
Schools 5-year Technology
Plan. When we were
developing the plan with
parents, it became quite clear
that Digital Citizenship
curriculum was needed as
much using technology tools
for meeting student needs.
Students are using technology
at school and at home and we
needed to teach students about
internet safety and security.
That curriculum work is well underway! There are three major
themes to the digital citizenship curriculum: Protecting Self,
Protecting Identity, and Protecting Others. Lessons are facilitated
both through direct instruction as well as through other programs
since we want every SPS student to be a good citizen both online
and offline. Programs such as Open Circle, PBIS and Second Step
intersect with these topics and will support the skills and knowledge
students need to keep themselves safe both in the digital world and
in the real world.
For more information on technology and Digital Citizenship in
Scituate Public Schools, please visit the SPS Digital Parent Zone
where you’ll find helpful tips and resources to help keep kids safe.
Photos: Hailey Ferguson and Liam Hartwell (top) from Cushing are
investigating the digital footprints of two animals to understand how
little pieces of personal information on the Internet can lead to a big
problem. Liam Glennon and Drew Ridley (bottom) from Jenkins
decide which characteristics they want to portray online or offline.