Asst Supt Newsletter May2015

Westerly Public Schools
May 2015
Volume 3, Issue 6
From the Desk of the
Assistant Superintendent
SCIENCE LITERACY
Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop
questioning.”
― Albert Einstein, Relativity: The Special and the General Theory
Questioning is truly at the heart of scientific habit. Why is the sky blue? How do
airplanes stay in the air? What makes a rainbow? Where do birds and bees go in the
winter? How much does the Earth weigh? According to “Live Science” these are the top
questions children ask their parents. The questions that our youth will have to understand
and make decisions about when they become adults will be much more complex and
connected to futuristic phenomena. This is why we need to prepare our students to be
science literate adults.
In 1985, the same year Haley’s Comet passed near Earth, the American Association for
the Advancement of Science (AAAS) recruited an expert panel of scientists and
engineers to work on Project 2061, whose focus was to answer the question: “How can
today's education prepare them [students] to make sense of how the world works; to
think critically and independently; and to lead interesting, responsible, and productive
lives in a culture increasingly shaped by science and technology?” The quest for science
literate citizens is still with us today.
Since 1985 there have been a multitude of scientific advances. These and future
advances have been the compelling force (no pun intended) behind the Next Generation
Science Standards (NGSS). The three overarching dimensions of the NGSS are
practices, crosscutting concepts, and disciplinary core ideas. The term practice is
purposefully used “instead of a term such as “skills,” to stress that engaging in scientific
inquiry requires coordination both of knowledge and skill simultaneously.” (2015 NAAS
online: http://www.nap.edu/openbook.php?record_id=13165&page=41) The three
dimensions of the NGSS are essential because they balance and intertwine the
importance of practice - scientific thinking, habits of mind, inquiry and reasoning; cross
cutting concepts – concepts that span disciplinary confines and apply throughout much of
science and engineering; and disciplinary core ideas – content knowledge within specific
scientific disciplinary areas such as earth science, physical science, life science, and
engineering, technology and scientific applications. The goal is to progressively deepen
the student’s understanding of science over twelve years of academic experience. The
projected result is scientifically literate graduates. Full implementation of the NGSS will
not occur until 2016 -2017 school year. However, we have seen some fine examples of
science literate students during the recent 2015 STEM Expo. Be sure to read Sharon
Ficarra’s article “3D Printing and STEM Problem Solving” in this month’s newsletter to get
an idea of the work our students are currently engaged in.
(Continued on page 5)
INSIDE THIS ISSUE
Open a World of Possible ....... 2
3-D Printing and STEM
Problem Solving ...................... 3
Tower Street School Community
Center ...................................... 4
Early Childhood Education .... 4
Science Literacy continued ......5
Next Generation Science
Standards ................................ 6
You Got the Beat .....................7
Look Who’s Reading! ............. 8
Art Education and
Technology at Westerly
Public Schools ........................ 9
The Learning Academy ..........10
Superintendent’s Corner ....... 11
ELL Wordle………………………..11
REAL STORIES ABOUT THE JOY AND POWER OF READING
Recently, I came upon a book that contains revealing
essays written by over 100 authors, literacy experts,
poets, librarians, and researchers. In this book they
share the reading moments that enriched their lives and
made them who they are today.
moving into my own apartment after college, my mother
donated those Nancy Drew Mysteries to a local charity!)
I was broadsided by that news, a double-whammy as I
lost my favorite childhood books along with those lucky
shamrocks!
The book is titled Open a World of Possible: Real Stories
about the Joy and Power of Reading. (Scholastic, 2014).
Most tell of their experiences when they suddenly
become fluent readers, almost magically, because they
wanted to find out what happens to the characters with
whom they identify. From Curious George to Harry
Potter, that excitement is experienced over and over
again, and we see how the magic of books discovered
can transform lives. Some of the essayists reflect on
their experiences in primary classrooms…where Dick
and Jane readers ruled and reading was a painful
experience that focused on the mechanics and minutiae
of reading. They didn’t like to read until a certain teacher,
family member or good friend introduced them to a book
and then something really clicked for them. The rest is
history, for as you probably already know, once you find
joy in reading, your life is forever changed!
So what is your reading story? Becoming a reader is
nothing short of miraculous! What books captured you
and took you away to another place or time and held
your interest so well that you couldn’t put that book
down?
As I was reading their essays, I really began thinking
about my own reading story. I remember the Golden
Books and cherished their illustrations and simple text. I
loved my Highlights and Weekly Reader Magazines. I
read and reread Black Beauty, Dr. Doolittle, and the
Nancy Drew Mysteries! In fact, I collected 4 leaf clovers
and tucked them inside my Nancy Drew Mystery books.
These books were so special that I felt that the clovers
had found a worthy new home, pressed between the
pages of my favorite books! (Much to my dismay, after
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Help your students or young children in your lives create
their special reading stories…help them discover how to
“Open a World of Possible”.
Barbara Boyle, District ELA Coordinator
3-D PRINTING AND STEM PROBLEM SOLVING
What does 3-D printing have to do with creative problem solving? What started out as a printing tool for
engineers has quickly transformed into a valuable tool in the K-12 classroom and beyond.
3-D printing has emerged as a tool for use in the K-12 educational environment and it promises to have a
positive impact on student engagement and learning. Multiple open source programs are available to help
schools begin to tap into students’ creative problem solving skills. For instance one program called the
“The City X Project Design Thinking Workshop” utilizes student creativity and 3-D printing to solve
authentic real world problems using design and ingenuity.
In this and other such models the students begin by discussing the difference between personal problems
and social issues with a facilitator who then guides the students to answer the question: “My character
needs me to solve a problem about…” Using the design process, students tackle relevant problems
related to major world issues in the areas of: transportation; environment; communication; food; energy;
education; safety and/or health, to name a few. Students use some basic rules of brainstorming, as they
write and draw as many solutions as possible. They next collaborate and discuss pros and cons of each
idea ultimately deciding on one prototype to create. Students are asked to describe prototypes and
discuss the importance of the cycle of testing iterations of an idea. At this point beginning students may
use clay to create a model, while students further in the process would create their prototype using 3-D
printing software. Models are created and perfected and students are next asked to share their inventions
with others in the class as well as with on-line collaborators around the world.
With 3-D printing as a tool, students engage in an authentic problem solving process to develop thinking
skills that can be applied to multiple disciplines through all levels of their education and into their careers.
Sharon Ficarra, District STEM Coordinator
Photo courtesy of The Westerly Sun
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NEWS FROM TOWER STREET SCHOOL COMMUNITY CENTER!
Backyard Composting
Composting is an easy and practical way to keep
organic matter out of household trash that eventually
ends up in rapidly decreasing landfill space.
This practical way to recycle your kitchen scraps and
yard trimmings can be as simple as a bin composter
kept close to the house for ease of access. And a lowmaintenance compost pile requires less than 10 minutes
per week. Want to learn more?
Gather all the information you need to start composting
in your backyard. A valuable workshop not to be missed.
Instructor: RI Resource Recovery Corporation
Cost: FREE
Earth Machine composters available for $40 (check or
money order only)
Backyard Bin Composting Workshop
Wednesday, August 19, 6–7:30 pm
Tower Street School Community Center
Joan Serra, Director
Tower Street School Community Center
CARING FOR OUR YOUNGEST CHILDREN
Did you know……………
Nationwide, most young children are cared for regularly by someone other than their parents.
Twenty percent (20%) of all infants and toddlers
and 44% of all three- and four-year olds are served
in a center-based care arrangement. Research has
demonstrated a statistically significant link between
the quality of early care and education and children’s
academic and social skills. Children who attend
higher quality programs have better academic and
social skills when they enter school. Research on
brain development also has underscored the
importance of providing high quality, enriching
experiences for young children because those
experiences form the foundation for later learning.
Thus, improving the quality of early care and
education is an important strategy for supporting
children’s development and readiness for school
success.
Chris Allen, Early Childhood Coordinator
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(Continued from page 1)
st
The 21 century is here and accompanying shifts and changes will demand
our students to question, reason, research, make connections and apply
specific knowledge to a vast array of new circumstances and problems.
The NGSS provides a framework and blueprint for educators to foster,
build and provide practice for the habits and thinking our students will use
on a daily basis. The future will surely provide a plethora of questions for
our students to ponder, explore, and ultimately make informed decisions
about as science literate citizens.
“It would be possible to describe everything scientifically, but it would
make no sense; it would be without meaning, as if you described a
Beethoven symphony as a variation of wave pressure.”
― Albert Einstein
If you are still curious, here are the answers to the quintessential questions
children ask their parents along with a brief timeline of some scientific
discoveries since 1985 when the idea for Project 2061 was launched.
Why is the sky blue? Sunlight arrives on Earth in every color, but it hits
particles in our air that 'shine' blue.
How do airplanes stay in the air? Planes lift up by 'driving' air downwards
using specially shaped wings - the 'push' from the air flow is stronger than
gravity (Bernoulli’s Principle).
What makes a rainbow? Sunlight going through water droplets in the air
'splits' into all the colors.
Where do birds and bees go in the winter? Bees stop flying and birds flock
together or migrate.
How much does the Earth weigh? The earth weighs
6,000,000,000,000,000,000,000,000kg - weighed by its gravitational
attraction to nearby objects.
Brief Scientific Discovery Timeline:
1986 High-temperature superconductors: The first high-temperature
superconductor is discovered by Karl Mueller and Johannes Bednorz. The
achievement earned them the Nobel Prize in 1987.
1996—First cloned mammal: Researchers announce the birth of Dolly
the Sheep, the first mammal to be cloned from the adult cell of another
animal.
(Continued on page 6)
REFERENCES
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i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
The Telegraph, “Text messaging at 20: how SMS changed the world”
Did You Know, “History of DVD”
NASA, “A Chronology of Mars Exploration”
Green Car Reports, “Toyota Prius: A Brief History in Time”
EyeNet Magazine, “A Look at LASIK Past, Present and Future”
CDC, “Measles”
Apple Press Info
RIC, “Jesse Sullivan: First ‘Bionic Man’ ”
National Human Genome Research Institute
New York Times, “French, in First, use a Transplant to Repair a Face”
Everyday Mysteries, “Why is Pluto no longer a planet?”
Hubble Site, “Hubble Directly Observes Planet Orbiting Fomalhaut”
J. CRAIG Venter Institute, “First Self-Replicating Synthetic Bacterial Cell”
IBM, “What is Watson”
CERN, “The Higgs boson”
Mashable, “Six Flags Unveils Tallest, Fastest and Steepest Wooden Roller
Coaster”
NEXT GENERATION SCIENCE STANDARDS
As we prepare to implement the Next Generation
Science Standard (NGSS), educators are working
to make sense of this new change in science
standards and teaching. To help facilitate this
understanding, both RIDE and the Rhode Island
Strategic Leadership Team (RISLT) for the NGSS
have put together a volunteer group of educators
to serve as conduits between the RISLT, faculty
and administrators in Rhode Island schools. This
team, the NGSS Liaisons, currently has about 180
members in 132 schools in 32 districts around the
state of Rhode Island.
As liaisons, we receive NGSS-specific information,
tools and resources that are shared with us through
the RISLT. This information comes in the form of
webinars, workshops and periodic newsletters
containing updated information or related articles that
help support the NGSS standards. The role of the
liaisons is to share this information with district
colleagues. Liaisons are also provided with additional
training in the standards through webinars and
workshops. The goal is to be able to help colleagues
better understand the standards.
fellow educators, we also bring any questions
colleagues may have regarding science teaching
practices and NGSS directly to RISLT through the
liaison network. Through rich discussion and sharing
of ideas, the group is able to problem solve together
and share information with districts.
As Westerly’s liaison, I will continue to pass along
information as I receive it to you. If you have any
science related questions you feel this group could
help you with, please email me at
[email protected]. I would be happy
to share your question and get back to you with the
feedback the group provides.
Ann MacAndrew, Grade 2 Teacher, State Street School
The communication between the liaisons is a two
way process. In addition to sharing information with
(Continued from page 5)
Brief Scientific Discovery Timeline continued:
1997—Big bounce on Mars: Mars Pathfinder probe lands on Mars, marking a new era of interplanetary exploration two decades
after Viking. Pathfinder blazed a trail for the even more wildly successful Mars Exploration Rovers, Spirit and Opportunity (which were both
launched in 2003 and landed, like Pathfinder, cushioned by airbags). The Pathfinder mission also served as an early milestone in public
interest in science as mediated by the Internet.
1998—RNA interference: Biomedical researchers Andrew Fire and Craig Mello publish a study showing how small RNA
molecules influence genetic pathways in C. elegans worms, opening up a new field of research into RNA interference. RNAi-based
therapies could address a wide variety of illnesses, including AIDS, cancer, Huntington's and Alzheimer's disease.
2001—Human genome decoded: The publicly funded Human Genome Project and privately funded Celera Genomics
simultaneously publish the first working drafts of human genome in the journals Nature and Science, respectively. The genomic code was
refined in succeeding years, providing a rich resource for studying the genetic origins of disease as well as tracing linkages in evolutionary
biology.
2005—Planets realigned: Astronomers discover an icy world in the Kuiper belt that is larger than Pluto, forcing the International
Astronomical Union to draw up a much-debated definition of the term "planet" a year later. The definition reclassified Pluto and the
newfound world (later named Eris) as dwarf planets, distinct from the solar system's eight major planets.
2006—Invisibility shield: Building on a formula proposed a year earlier, two teams of researchers announce the creation of "cloaking
devices" that can cancel out the radiation reflected by an object and shield it from detection. Such devices are not as all-concealing as
Harry Potter's cloak of invisibility, however. They are made from metamaterials that must be tailored for specific wavelengths and
dimensions.
2009—Water on the moon: NASA sends a probe called Lunar Crater Observation and Sensing Satellite, or LCROSS, crashing
into the moon. Weeks later, scientists report that an analysis of the impact debris confirms the existence of "significant" reserves of water
ice.
2011— Honda revamps its humanoid robot, Asimo, giving it enhanced artificial intelligence, the ability to move without being controlled
by an operator, and a greater capability to cope with different situations.
2012— Artificial jaw made using a 3D printer: Dutch doctors successfully fit an 83-year-old woman with an artificial jaw made using a
3D printer. This operation, the first of its kind, could herald a new era of accurate, patient-tailored artificial transplants.
2015— Rosetta and its lander module, known as Philae, touched down on the surface of a speeding comet 67P — it was the firstever soft landing on a comet. The data from these two space probes are already shedding new light on the formation and evolution of such
comets.
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YOU GOT THE BEAT: MUSIC REVIEW
Reviewer Name: Steve Johnson Jr. – Music Educator at State Street School
“The musings of
“Stone Cold” Steve
Austin, “Rowdy”
Roddy Piper and
Colt Cabana have
inspired some
unique approaches
to teaching music. I
know this type of
listening may be
surprising, but long
ago I discovered a
love for talk radio
as an enjoyable
alternative after
singing kid’s songs
all day long.”
Steve Johnson, Jr.,
Music Review
I am always listening to
something. On my 40+
minute ride to school, I
listen to wrestling
podcasts, trying to equate
lessons learned in the ring
and locker room with
teaching elementary
school general music
(Yes, I am serious). The
musings of “Stone Cold”
Steve Austin, “Rowdy”
Roddy Piper and Colt
Cabana have inspired
some unique approaches
to teaching music. I know
this type of listening may
be surprising, but long ago
I discovered a love for talk
radio as an enjoyable
alternative after singing
kid’s songs all day long.
When I’m not “podcasting it up,” I am usually listening and learning how to play
various pop and rock songs. I just finished recording an original pop-rock/hip-hop/
electronica album by the band Ontologics and am currently in the middle of
preparing for a dance show at the PPAC (not as glamorous as it sounds) where I
will play bass on a variety of pop tunes like “Rio” by Duran Duran, “Uptown Funk”
by Bruno Mars/Mark Ronson, “Empire State of Mind” by Jay Z and the obscure
classic “Can’t Stop Dancing” by Captain and Tennille, to name a few. This type of
listening is purely for necessity.
When in the mood, I enjoy reaching back into my CD archives. My latest selection
is “Animals” by Pink Floyd. The 1977 classic, loosely based on George Orwell’s
“Animal Farm,” is an enduring experience. Ten minute plus, mainly instrumental
tracks may be a bit much for some, but I enjoy the intricate guitar work and subtle
arrangements Floyd is known for. “Pigs (Three Different Ones)” is a highlight with
awesome bass riffs, “Have A Cigar” style guitar work and sweet vocal harmonies.
Concept albums with lyrics that make you reread them to dissect meaning are
quite intriguing. I enjoy having to give the music a second thought and finding new
meaning in what I thought I understood.
If you like Pink Floyd-ish sounding music, I recommend most Phish (“Rift” ;
“Junta”), all Steely Dan (“Aja” ; “The Royal Scam”) and on the harder side any
Megadeth (“Countdown to Extinction” ; “Endgame”) or System of a Down
(“Toxicity” ; “Hypnotize”).
Happy listening!
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LOOK WHO’S READING!
“My family and I
Over the past several years, the genre of books stacked on my nightstand has
changed significantly. Instead of the once relaxing romantic novels I could devour
in hours, I am now consumed with reading informational books. One is 1-2-3
Magic -Effective Discipline for Children, which provides straight forward methods
for managing the behavior of young children; another is Raising Cain–Protecting
the Emotional Life of Boys, a book that examines how parents can help young
boys cultivate an awareness and empathy to assist them as they face social
pressures.
All across the country, there are children in need of foster homes. Physical
abuse, mental health issues or family emergencies, at times make foster care a
necessity. Foster parents provide a temporary placement for children while their
parent(s) confront their problems. In recent years, this Department has seen a
steady shift in the volume of families needing DCYF intervention. Presently, this
Department provides services to more than 2,000 children in our state.
My family and I have been involved with the RI Department of Children, Youth
and Families for more than 20 years. Our most recent placement began 7 ½
years ago as a “respite” foster placement to six-month-old twin boys, Christopher
and Alexander. Although we entered this relationship in a temporary capacity,
due to a multitude of unforeseen circumstances, our relationship with these two
amazing young children flourished. On Tuesday, April 21, 2015, we adopted our
now eight-year-old twin boys.
In celebration of this remarkable event, the Bradford School staff provided my
family with a beautiful book entitled, We Belong Together. The author Todd Parr
dedicated his book to all the children in the world who need a home and a family.
As I read to my little boys each night, we are reminded that “there are lots of
different ways to make a family. It just takes love. Share your home and share
your heart.”
The lack of available foster
homes in our state has meant
more children are placed in
costly group homes or
residential programs. Please
consider becoming a foster
parent - provide a safe, stable,
and loving home to a child.
“Share your home and share
your heart.”
Debra Pendola, Principal
Bradford Elementary School
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have been involved
with the RI
Department of
Children, Youth and
Families for more
than 20 years. Our
most recent
placement began 7 ½
years ago as a
“respite” foster
placement to sixmonth-old twin boys,
Christopher and
Alexander.
Deb Pendola,
Book Review
ART EDUCATION AND TECHNOLOGY AT WESTERLY PUBLIC SCHOOLS
Creating a blended learning environment for
students in the Art room has been new for us
all but well worth the effort. Seventh and
eighth graders at Westerly Middle School are
embracing blended learning opportunities
within their Art Education curriculum.
Technology is seamlessly embedded into
instruction, learning, assessment and
reflection. Students connect and are inspired
to design as they watch music enhanced
videos of past student work. Traditional
classroom demonstrations are still used but
for those students who were absent, a quick
video of the technique is all they need to
catch up. There are three desktop computers
in the Art room available to students on a
daily basis but on occasion we use the
computer lab or the Computers on Wheels.
This allows easy access to the internet and/or
specific sites. I Learning links have been
created to interactive websites for students to
use in reviewing unit concepts and
vocabulary.
Because most students are visual
learners, this technology is an invaluable
tool to prepare for a quiz. Students review
at their own speed and are required to
write a response to one piece of their
work, an Artist's Statement. Eighth graders
have created an avatar to present their
Artist's Statement. It is a pleasure to watch
students learn, laugh and share their
creations.
There is still a lot to learn to keep up the
momentum but I am amazed at the
students’ excitement and achievements.
Jamie Verbinnen, WMS Art Teacher
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THE LEARNING ACADEMY
In our second year at The Learning Academy, we continue to develop curriculum and learning
opportunities that take our students “outside of the box”. Through Project Based Learning modules we
have guided our students through the Race for Rhode Island Governor, New Tenants, and Our
American Dream. Student generated vision boards adorn the hallways of Tower Street School
Community Center, creating a gallery of hopes and dreams for the future. Our students have become
informed decision makers throughout this school year, a life skill they will always utilize. In addition, the
Learning Academy students have also been immersed in a year of Financial Literacy and responsibility.
From researching intended career options and W-2 tax forms, to purchasing and insuring their First Car,
students are better prepared for real world experiences. All of our students were successful in the
CU4Reality event sponsored in partnership with the Westerly Community Credit Union and Westerly High
School recently held at the Venice Restaurant. Our year will culminate with a computer based simulation
on Pollution and the Environment, and how we can impact change to better the earth. As thinkers and
doers, we are shifting our educational practices to better prepare students to critically think, problem solve,
research, self-reflect and most importantly, to communicate effectively. Students are confident in the
presence of an audience as recently evidenced when one of our seniors spoke to a class of seniors at the
University of Rhode Island. As an expert on her topic, our Learning Academy student presented and
fielded questions from over 30 students, without hesitation or angst in a Nutrition and Dietetic class.
Simply stated, alternative learning environments such as The Learning Academy, can certainly shape and
prepare our students for whatever lies ahead!
Lori Dean, ALP Coordinator
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SUPERINTENDENT’S CORNER
Congratulations!
This is the season of honor society, senior project and commencement.
We acknowledge years of hard work and recognize students for their
leadership, character, service and scholarship. The more I talk to, watch
and listen to our students the more impressed I am with their skills, their
abilities and their balanced commitment. The more time I spend with our
students the more confident I am of the future, both ours and theirs.
Our student’s success is about balance, confidence, sincere effort and
earnest purpose that will lead them to be consequential. They are willing
to extend their thinking and press toward a productive career that may
include going to work, going into the military or going to college. They have demonstrated their willingness to give back.
Our students have demonstrated that their success can be shared and is shared with and by the entire community. We
will need their strong clear minds to address the challenges of the future and we are confident they are up to the task!
Our student’s do much under the guidance of family, community and district. With their assistance our students carry the
burdens of modern academia that are at times challenging and, every once in a while, too heavy to carry alone. So thank
you to the family members, teachers and staff, peers and friends who have helped each of these students succeed.
Our students will pursue learning throughout their life the way they have pursued it here, with dedication, perseverance,
understanding, tolerance and above all compassion for yourself and others.
Congratulations to all on a well-deserved recognition and a job well done!
Roy M. Seitsinger, Jr., Ph.D., Superintendent of Schools
ENGLISH LANGUAGE LEARNER WORDLE
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