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TABLE OF CONTENTS 4 5 6 8 10 15 20 22 26
A Message from our Board President The Role of Empathy in Education What Matters Most From Start to Finish - Why Vertical Articulation Matters Endeavoring to Help Make 'Never Again' a Reality: The Ongoing Importance of Holocaust & Genocide Eduction. The Evolution of Verona's Strategic Plan Financial Support for Success of Our Schools A Student-Centered School Social Emotional Learning in the Elementary Schools
Full Day Kindergarten Cultivating Global Citizenship Integrating Technology Through Embedded Staff Development Rutgers University Honors Verona Public Schools as Exemplary School District Helping Children Build Their Reading Lives While Developing a Love of Reading HBW Making WISE Choices Building Stronger Students One Day at a Time Who Was Frederic N. Brown? Learning Through Play and Playing to Learn School Counselor vs. Guidance Counselor Collaborating to Create Interdisciplinary Teaching and Learning Opportunities
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verona public schools magazine - spring 2019
Contributors Brooke Wagner Salisbury University
Nicholas Bernardino Rowan University
Margot Deutsch Elon University
Gillian Lamb Drexel University
Erik Bostrom Penn State Univeristy
Gareth Jenkins Radford University
Francis Lavery FIT
Temple University
Jeremy Boub Rowan University
Chloe Lamb Canisius College
Nicole Volpe University of the Arts
Connor Seawright University of Tampa
Helene McKelveyMcLaughlin
Aiden Bertron
Christina Sciacchitano
he Verona Board of Education is, yet again, proud to present this annual review of our district. It provides an opportunity to reveal and reflect upon what our administrators, faculty, staff, students, and community have been able to accomplish. The past year has been one of great celebration as Verona earned statewide and national recognition from several unrelated sources. We were ranked in the top 1.5% of high schools in the nation by the Jay Matthews Challenge Index and named a top high school in NJ Monthly Magazine. The district was also recognized in US News and World Report as a top-ranked high school, as well as being acknowledged by College Board as an AP Honor Roll Recipient. With the support of our administrative team and the confidence of our residents we were able to implement a strong and effective mental health initiative for our students. We were also able to expand our kindergarten program to deliver a whole child learning experience with ample time to support our youngest learners. These accomplishments are the result of hundreds of dedicated educators working together with the common goal of providing an interesting and engaging experience for our students. We are currently in the first year of our fourth strategic plan, which serves as a road map, identifying the direction in which we wish to continue. It keeps us focused, allows us to measure our progress, and serves as a tool for accountability. It is incumbent on us to build on past achievements. The only way to effectively meet this objective is to maintain the strong partnership between the school and the community. Thank you for instilling your faith in this board to make decisions that will impact the future of Verona. It is an honor and a privilege to serve in this capacity. On behalf of the Board, I hope you find this overview informative and inspirational. Stay informed and engaged!
Lisa Freschi,
President, Verona Board of Education
4 | verona public schools magazine
The Role of Empathy in Education
Critical analysis requires individuals to consider multiple points of view. Whether the topic is the Vietďż˝am War, King Lear, fracking, pharďż˝aceutical sales, machine learďż˝ing, or an endless number of potential areas to exďż˝lore, stďż˝dents need to analyze inforďż˝ation from dierent perspectives if they are to gain a thorough and accurate understanding of the material. Those who are misinforďż˝ed oen st��ggle. In order to consider multiple points of view, stďż˝dents must t�� to feel empathy even when their emotions make such thinking seem impossible, for empathy can neutďż˝alize resistance and enable a stďż˝dent to digest inforďż˝ation that may stďż˝engďż˝hen his or her abilitďż˝ to tďż˝averse the oen murky path towards gďż˝owth. Immatďż˝ritďż˝ can be a major obstacle for empathy, so it is critical for leaders to provide supporďż˝ for all stďż˝dents. As a stďż˝dent matďż˝res, his or her capacitďż˝ for understanding the human condition stďż˝engďż˝hens and he or she exďż˝ands his or her willingďż˝ess to investigate, think, reect, question, and create ideas that can lead to solutions. This process is enhanced when a stďż˝dent keeps empathy readily available in his or her toolbox. The challenge, however, is for the teacher as he or she creates lessons that require objectivitďż˝ because cues can unintentionally spark neurological activitďż˝ that may be counterďż˝roductive to the educational progďż˝ess. Teachers present a problem and a map so the stďż˝dent can work to create a potential solution. While there are countless ways to focus on problem-solving and critical thinking, teaching stďż˝dents to use empathy eectively can be challenging. One way is to analyze the curďż˝iculum to identifďż˝ oppor��nities. Historďż˝ seems to be the most obvious subject to choose. It can be quite challenging for a stďż˝dent to imagine analyzing the Revolutionarďż˝ War from a British citizen’s point of view, but if a teacher creates a Socratic seminar, a debate, or a role playing activitďż˝, a stďż˝dent can stďż˝engďż˝hen his or her abilitďż˝ to understand the mindset of a person he or she once deemed the enemy. This hyďż˝othetical exďż˝erience provides a gďż˝eat oppor��nitďż˝ for a stďż˝dent to use empathy to learďż˝. Empathy can evolve into compassion, which can complicate the learďż˝ing process because it may tempt a stďż˝dent to accept what he or she wants instead of what the data indicates. On April 4, 1967, during a contďż˝oversial speech, Dr. Marďż˝in Luther King, Jr. shared his belief that compassion “helps us to see the enemy's point of view, to hear his questions, to know his assessment of ourselves. For from his view we may indeed see the basic weaknesses of our own condition, and if we are matďż˝re, we may learďż˝ and gďż˝ow and proďŹ t from the wisdom of the brothers who are called the opposition.â€? Seeing the world from another’s view helps us identifďż˝ our own aws and address the mistakes that we all make. Compassion sits far o in the distance and will remain isolated without empathy’s help. A stďż˝dent has a tďż˝emendous amount to learďż˝ if he or she uses empathy to assess the variables, which, ultimately, leads to more inforďż˝ed decision-making.
At Verona High School, stďż˝dents encounter academic exďż˝eriences that can stďż˝engďż˝hen their understanding of empathy and how to make it an asset. In Dr. Meyer’s English III classes, each stďż˝dent in the class selects a book for a book chat, which is a stďż˝dent-driven discussion that focuses on elements of a selected book. According to Dr. Meyer, “many stďż˝dents commented that the book they read gave them a gďż˝eater understanding of social issues they were not necessarily aware of before reading, and it changed their perspective.â€? In Mrs. Burke’s Financial Literacy classes, stďż˝dents analyzed “personal stories about borďż˝owing and the ‘tďż˝icks and tďż˝aps’ that consumers may fall into based on life occurďż˝ences such as being laid o due to a recession, being out of work due to illness, and the ‘conveniences’ that ďŹ nancial institďż˝tions have provided to consumers albeit with large fees and frequently without the consumer knowing it was happening.â€? Similar oppor��nities to gďż˝ow exďż˝end through the curďż˝iculum. In AP Human Geogďż˝aphy, stďż˝dents analyze the Syďż˝ian refďż˝gee crisis through data analysis and texďż˝s that oer insight into the problem from multiple perspectives. Mrs. Wallerstein exďż˝lained that as “stďż˝dents see the humanitďż˝ of the people aected by this crisis, mainly middle class families like their own who have been ripped from their homes and the lives they loved, they cannot help but feel compassionâ€? as they evaluate potential solutions. Reection allows the stďż˝dents to consider how empathy helped them to understand a complicated problem that the world is facing and how their compassion for others may have a lasting eect on the world. As new technologies force changes at a rapid pace, individuals and organizations can sometimes misinterďż˝ret their objectives. Computer science is no exception. Mr. Werďż˝z, who teaches computer science at Verona High School, teaches his stďż˝dents to think far beyond the progďż˝ammer’s perspective. "Computer Science, like other branches of engineering, is oen misunderstood as a discipline. A common misperception is that it has verďż˝ little to do with people and verďż˝ much to do with machines. But the vast majoritďż˝ of moderďż˝ computing eorďż˝s are geared toward helping improve the lives of others: mining our genetic code to develop new medicines to cure and prevent diseases, developing new technologies to improve our safetďż˝ when we tďż˝avel, and providing critical inforďż˝ation and serďż˝ices to impoverished communities which have been le behind in an accelerating global economy. These are moderďż˝ exďż˝ressions of compassion and empathy. Computing doesn't just involve people. It's all about people." While the curďż˝iculum may not note all speciďŹ c, interdisciplinarďż˝ connections, noncogďż˝itive skills such as empathy and compassion are critical components of all academic courses. There are many other helpfďż˝l stďż˝dent driven exďż˝eriences at Verona High School. Stďż˝dent council, athletics, the perforďż˝ing arďż˝s, clubs, and many other Verona High School ex��acurďż˝icular options oer stďż˝dents oppor��nities to develop the abilitďż˝ to understand dierent points of view. These exďż˝eriences oen call attention to new components in the countless interchangeable parďż˝s that work to make our societďż˝ fďż˝nction. The actor can consider the world through the stage crew member’s eyes, and the basketball player can consider the world through the referee’s eyes. The slightest hint of understanding will help a stďż˝dent become more empathetic and compassionate, which may lead to a more prepared individual who will become a vital and successfďż˝l piece of the team that he or she may one day lead. Verona High School stďż˝dents have unique oppor��nities that can spark even gďż˝eater, more involved endeavors to have a lasting eect on others. In Becoming Warďż˝en Buett, Warďż˝en Buett exďż˝ressed his optimism for America. In the documentarďż˝, he exďż˝lains how we have historically excluded so much talent, but we now work to create an inclusive societďż˝ that welcomes more and more talent that we can utilize to build a stďż˝onger count��. As the fďż˝tďż˝re leaders of our societďż˝, our curďż˝ent stďż˝dents must use empathy to make decisions or they too will st��ggle to clear the verona public schools brďż˝sh that can clutter the paths that fďż˝tďż˝re generations will tďż˝avel.magazine | 5
What Matters Most Dr. Rui M. Dionisio, Superintendent of Schools
We continue to pave the way forward to establish a culture of learning that is purposeful and rooted in the idea that with hard work, good strategies, perseverance, and care for our children, students will achieve greatness. Our teachers, administrators, and staff cultivate an environment that creates an excitement for learning with these main pillars in mind.
“No one cares how much you know, until they know how much you care.� - Theodore Roosevelt
There is no doubt that our schools are pointed in the right direction and on an upward trajectory. Our recent state and national recognitions for academic achievement are a testament to the efforts of our entire faculty. The inspiring work of our outstanding educators has demonstrated what is possible when everyone is wholly aligned to the mission and vision of our district with a commitment to educating the whole child. We are most proud of our collective efforts on social emotional learning, the single most important factor that provides a space that is safe and nurturing for learning to occur. We recognize that emotions drive how our students learn. Enhancing 6 | verona public schools magazine
our mental health program supports student social and emotional development, and is a key component to teaching the whole child. Social emotional learning is an understanding of how to manage one’s emotions, setting and achieving positive goals, feeling and showing empathy for others, establishing and maintaining positive relationships, and making responsible decisions (CASEL, 2019). We are dedicated to developing all children, to sustain a positive culture and climate in our schools, in our community, and in your homes. This commitment impacts academic achievement and personal development, allowing each child to maximize his or her unique individual potential.
Our focus fosters a healthy and respectful school culture consistent with our core values. The efforts of our community action committees on Mental Health & Suicide Prevention and Code of Conduct & Respect have paved the way for inspiring work that has allowed Verona to enhance programs with a comprehensive system of educational resources, both preventive strategies and interventions, to support children and families through collaborative partnerships within our community. Our work has been focused on educating students through emotional and behavioral supports, and expanding staff development to encourage student growth. This push has translated into new individual and group counseling access across all of our schools K through 12. Our evolution builds on the success of our peer mediation and conflict resolution initiative in all of our elementary
schools. Positive Behavior Supports in Schools (PBSIS), a collaborative partnership with The Boggs Center at Rutgers University Robert Wood Johnson Medical School, enters its third year at Verona High School and H.B. Whitehorne Middle School. We are fortunate to have a Verona dedicated to continuing to focus on providing a high quality education for all of our students. Our progress would not be possible without the support of our close-knit and highly engaged community comprised of students, faculty, parents, and community members. With a highly committed school district and community, we can ensure that all students become successful. When we do all of this well in a constructive and productive fashion, the results speak for themselves. Onward.
verona public schools magazine | 7
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Endeavoring to Help Make ‘Never Again’ a Reality: The Ongoing Importance of Holocaust Education & Genocide Studies By Steven Schels, Supervisor of Humanitites
The Persistence of Hate
past is never dead. “It’sThenot even past.” William Faulkner
Alarmingly, a close look at national and international headlines reveals the resurgence of an old hatred: antisemitism. Recently, France has witnessed an outbreak of antisemitic vandalism and it has been reported that such acts have risen in that nation by 74% since last year (“An old hatred,” 2019). Closer to home, Americans witnessed violence born of hate when eleven Jews were murdered in a Pittsburgh synagogue in October 2018 by a white supremacist while he shouted anti-Semitic epithets at the congregants. As stated in an October 2018 article in The New York Times, “According to an annual report by the Anti-Defamation League issued earlier this year, the number of reported anti-Semitic incidents in the United States surged 57 percent in 2017, the largest rise in a single year since the A.D.L. began tracking such crimes in 1979” (Robertson, Mele and Tavernise, 2018). Additionally, many Americans were horrified to learn of Neo-Nazis and white supremacists marching en masse through the campus of the University of Virginia in the summer of 2017 while chanting “Jews will not replace us.” verona public schools magazine | 11
Elsewhere, the historian Daniel Goldhagen, in his 2013 book The Devil That Never Dies: The Rise and Threat of Global Antisemitism, stated that Antisemitic expression has exploded in volume and intensity in the last two decades, particularly in the last ten years. The upsurge has been so meteoric and the canards advanced so prejudicial that if anyone in 1990 or even 1995 had predicted the current state of affairs, he would have been seen as a fanciful doomsayer. At home and abroad then, we seem to find ourselves at a critical juncture: Will we build upon the historic gains of the past and continue to build a more just and equitable society for all peoples, or will we regress back to an age of widespread intolerance resulting from supremacism? With this in mind, there has perhaps never been a more relevant time in recent memory for schools and educators to redouble their commitment to harnessing the power of education to reduce the levels of intolerance in society and the world.
New Jersey’s Legislative Mandate
In New Jersey, raising the collective awareness of our students to the severe consequences of unchecked hatred has been an educational priority since 1994. In that year, then-Governor Christine Todd Whitman signed into law a proposal to mandate Holocaust and genocide education in grades K-12 for all of New Jersey’s public school students. In part, the legislation stated that “Every board of education shall include instruction on the Holocaust and genocides in an appropriate place in the curriculum of all elementary and secondary school pupils” (State of New Jersey Department of Education, 2004, Holocaust education section). Twenty- five years later, we recognize that the need for such instruction is as urgent as ever. In the Verona School District, we embrace this state mandate as a critical opportunity to help our young people become tolerant citizens in our multiracial democracy. 12 | verona public schools magazine
In fact, such a belief has been codified in the Verona Public Schools’ Strategic Plan 2018-2023. One of several strategies found in this plan is to “uphold a healthy and respectful school culture consistent with our core values.” As a result of this, we seek to “integrate experiences that value diversity, promote cultural understanding, and consider multiple perspectives” (Verona Public Schools, 2019, Strategic Plan section). What follows is an overview of the many ways Verona’s public school educators are working to create learning experiences for our students that align with both the New Jersey Holocaust Education Mandate and our Strategic Plan.
The organization shown above provided professional development for teaching the Holocaust.
Combating Hatred through Education
There are numerous ways the Verona Public Schools are meeting the New Jersey Holocaust Education Mandate at the elementary, middle and secondary levels and the examples below are not intended to be an exhaustive representation. Younger students begin to Grades K-4 discuss and think about topics such as acceptance, diversity, prejudice, stereotyping, bullying, acting as an upstander and more through conflict resolution and character education curricula that exist in our elementary schools, as well as reading age-appropriate children’s literature that focuses on these themes, such as Number the Stars, Daniel’s Story and The Yellow Star: The Legend of King Christian X. Such titles ask our students to reflect on issues that when ignored, sow the seeds of
inhumanity. These didactic works can be found in classroom libraries or the book collections in our elementary schools’ libraries. At the H.B. Whitehorne Middle School, eighth grade Grades 5-8 English students in Mrs. Miskinis’ and Dr. Smith’s classes engage in a unit of study on “Intolerance and Being an Upstander.” As part of this unit, students explore the harm in stereotyping, the history of Anti-Semitism, the role of propaganda in spreading hate and eyewitness testimonies to the various forms of prejudice and bigotry that were rampant during the Nazi Era. Additionally, students read, discuss and write about The Diary of Anne Frank, partner with the Museum of Jewish Heritage for an amazing field experience (see right) and were visited by Ruth Gruener, a Holocaust Survivor and author of the book Destined to Live: A True Story of a Child in the Holocaust. Verona High School offers students a semester-long social Grades 9-12 studies elective course titled Holocaust and Genocide Studies. Students learn about how societies descend into genocide, the social psychology involved in such an act, the Armenian Genocide, the Nazi Holocaust, post-1945 genocides and international genocide prevention efforts. Ms. Schram, the teacher of the course, also partners with the Museum of Jewish Heritage in New York City to provide our students with a powerful out-of-class learning experience. Prior to the trip, museum interns traveled to Verona High School and H.B. Whitehorne Middle School to engage students in previewing some of the museum’s artifacts and to discuss the historical background to the Nazi Holocaust during the Second World War. In December, most VHS students took part in the field trip to the museum, where they were led by museum docents through the main exhibit in small groups. Our middle school students then visited the museum in January 2019. Students debriefed and reflected on the experience
upon returning to the classroom with their teachers. On June 7th 2019, we also welcomed a museum-provided Holocaust Survivor, Mrs. Fran Malkin, to VHS as a guest speaker for our students. Finally, at both the middle and secondary levels, we have partnered for the past two years with Facing History & Ourselves, an organization in New York City whose mission is to “engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry”
A Continued Vigilance
While it can be uncomfortable to examine these topics, we firmly believe that it is a moral imperative to study them so that our young people may play a role in attenuating intolerance wherever it exists. The philosopher Santayana stated that “those who cannot remember the past are condemned to repeat it.” This is aan admonition for our communities, our republic and the
In a virtual reality display in the museum, students could speak into a microphone and ask questions to pre-recorded videos of Holocaust survivors.
verona public schools magazine | 13
international community. Sadly, the persistence of the scourge of antisemitism and bigotry in all of its manifestations make this work an urgent necessity. To abdicate this responsibility would be to cede the future to hate. We owe it to all of the victims of genocide to not let that frightening vision become a reality.
“
“
those who cannot remember the past are
condemned to repeat it. Santayana
Students received tours of the Museum of Jewish Heritage. Sources: France: An old hatred grows stronger. (2019, March 8). The Week, 19(914) 14. Goldhagen, D. J. (2013). The devil that never dies: The rise and threat of global antisemitism. New York, NY: Little, Brown and Company. Mele, C., Robertson, C., and Tavernise, S. (2018, October 27). 11 killed in synagogue massacre; suspect charged with 29 counts. The New York Times. Retrieved from https://www.nytimes.com/2018/10/27/us/active-shooter-pittsburgh-synagogue-sh ooting.html State of New Jersey Department of Education. (2004). New jersey commission on holocaust education. Retrieved March 11, 2019 from https://nj.gov/education/holocaust/about_us/mandate.html Verona Public Schools. (2019). Strategic plan. Retrieved March 11, 2019 from https://www.veronaschools.org/Page/2532
1275 BLOOMFIELD AVE BUILDING 9 UNIT 82 FAIRFEILD, NJ 07004
DISTRICT ADMINISTRATION MAGAZINE NAMES VERONA PUBLIC SCHOOLS TOP 34 ‘DISTRICTS OF DISTINCTION’ IN NATION
14 | verona public schools magazine
1317 WILLOW AVE HOBOKEN, NJ 07030
CALL: (201) 414-6262
VERONA PUBLIC SCHOOLS STRATEGIC PLAN 2018-2023 COMMUNITY EFFORT 1250 Hours 75+ Action Team Participants 30 Steering Committee Members
COMMITMENTS
GOALS
159 Recommended Action Items
• Acting in the best interests of all students
All Students Will…
26 Specific Results
• Respecting the individuality of students
• Grow through academic and extracurricular opportunities
6 Strategies
• Developing long-term financial plans
• Develop a compassionate and respectful perspective as part of the global community
1 MISSION
• Making data-informed decisions • Favoring action • Rejecting mediocrity
MISSION STATEMENT
In partnership with a supportive community, we inspire our students to be creative, critical thinkers and compassionate global citizens through dynamic teaching, meaningful curricula, and enriching experiences.
• Engage in meaningful partnerships with the greater community
WHAT WE VALUE Integrity • Accountability • Respect • Teamwork • Creativity • Resilience • Passion • Wellness
STRATEGIES
In order to support our mission, we will… 1. Secure and optimize financial resources 2. Uphold a healthy and respectful school culture consistent with our core values
Strategy #1: Secure and optimize financial resources
3. Partner locally and globally to expand opportunities for our school community 4. Continue to implement an engaging curriculum with meaningful experiences
Strategy #2: Uphold a healthy and respectful school culture consistent with our core values
Result #1: Develop educational programs that generate revenue and/or decrease expenses.
Result #1: Nurture and cultivate critical thinkers to establish a community that raises resilient students.
Result #2: Identify alternative sources of revenue.
Result #2: Integrate experiences that value diversity, promote cultural understanding, and consider multiple perspectives.
Result #3: Establish a communication plan to better inform stakeholders of the financial aspects of the district’s operations. Result #4: Identify and develop partnership and shared services agreements with other schools, other educational entities, and the township of Verona.
Result #3: Cultivate an inclusive environment and provide opportunities for social and emotional learning.
5. Provide relevant professional development and resources to support dynamic teaching 6. Continue to provide upgraded technology and sustainable facilities
Strategy #3: Partner locally and globally to expand opportunities for our school community Result #1: Develop civic-minded students who will gain a greater understanding of community infrastructure through service. Result #2: Continue to provide students authentic experiences in potential careers through the Verona High School Capstone program. Result #3: Develop relationships for academic experiences with universities and organizations. Result #4: Provide the students the opportunity to travel abroad to enrich global educational experiences.
Result #5: Invest in facility improvements that could provide for cost savings and rental income.
Strategy #4: Continue to implement an engaging curriculum with meaningful experiences
Strategy #5: Provide relevant professional development and resources to support dynamic teaching
Strategy #6: Continue to provide upgraded technology and sustainable facilities
Result #1: Re-evaluate current curricula to ensure alignment to standards and meet the needs of all students.
Result #1: Develop online professional development platform to support personalized and differentiated options.
Result #1: Continue to integrate technology in a dynamic learning environment.
Result #2: Integrate strategies to foster inquiry, effective critical thinking, and problem solving skills.
Result #2: Establish and maintain collaboration withlocal school districts and colleges/universities to meet staff needs and interests.
Result #3: Integrate STEM-based best practice educational opportunities. Result #4: Continue to integrate literacy in all subjects to produce strong analytical thinkers. Result #5: Develop UbD cross-curricular connections between core disciplines at the elementary and middle school levels.
Result #3: Ensure that professional development supports current needs of students and staff members. Result #4: Establish a culture that promotes the sharing of knowledge and best practices.
Result #2: Create an environment that nurtures health and well-being by supporting sustainable schools initiative. Result #3: Invest in safe, secure, and enduring school grounds and facilities. Result #4: Continue monitoring, investments, and planning to further strengthen safety and security of the schools.
Result #5: Utilize time for grade level or department meetings to provide opportunities for self-directed collaboration.
verona public schools magazine | 15
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References References Reeves, D. B. (2007). Makingstrategic strategicplanning planning Reeves, D. B. (2007). Making work. Educational Leadership, 65(4), 86. work. Educational Leadership, 65(4), 86.
verona public schools magazine | 19
FINANCIAL SUPPORT FOR THE SUCCESS OF OUR SCHOOLS by Mrs. Cheryl Nardino, Business Administrator
The primary responsibility of the Business Office is the management of all finances for our school district. These include the performance of purchasing, payroll, accounts payable, financial planning, and budgeting. These areas are the responsibility of the Business Administrator along with lease purchasing and bond financing. The Business administrator also oversees the annual audit, health & other staff benefits programs, transportation, and the cafeteria program. The greatest challenge the district faces in terms of our budget is the continuance of the 2% NJ cap on tax levy. Although there is a 2% cap, banked cap and the election of budget waivers allows the district to create a budget that is above the cap. From budget
years 2012-2013 to 2019-2020, the tax levy increases have ranged from 2.37% and 3.08. The budget timeline and budget process begins in November when the administrative team identifies the needs of each school and every department budget. In December, the Business Administrator and Superintendent review those budgets in preparation of the budget to the Board of Education. Beginning in January, the budget is reviewed and discussed in each respective Board sub-committee. The preliminary budget is adopted at the end of March each year. The annual budget presentation and adoption of the final budget occurs at the end of April. The budget is effective beginning July 1 of each year through June 30 the following year.
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$1,042,916
$1,012,097
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$34,399,387
$36,457,053
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20 | verona public schools magazine
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• Salaries and benefits comprise 66% of the budget
• All special education expenditures including the respective salaries in the program, encompass 25% of the budget • Non-discretionary expenditures, which are those necessary in operation of the district (i.e. professional development, curriculum writing, custodial/maintenance supplies), include 6% of the budget • Discretionary spending is 3% of the budget and are those items that can be deferred to subsequent years, but are ultimately required to support programs and co-curricular activities.
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In terms of revenues, Verona property taxes fund 93.95% of the budget, followed by state aid that amounts to 3.96% of the overall revenue stream. The balance of the revenues is made up of extraordinary aid, tax relief from prior year excess surplus, student tuition, rental income, and miscellaneous revenue.
Despite these challenges, the Verona Public Schools takes great pride in our collective success and achievements of not only our students, but our dedicated and exceptional staff. On a comparative basis, the NJ Department of Education list Verona as 11th lowest spending in our peer group of 71 like school districts.
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$16,801
$222
$626
$12,767
$14,978
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$527
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$563
$20,209
$17,494
$272
$621
$14,762
$15,456
$295
$613
$13,090
$18,982
$439
$561
$8,654
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$374
$512
$14,285
$20,582
$293
$552
$12,538
$12,916
$266
$440
$11,473
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verona public schools magazine | 21
A Student-Centered School By Mr. Josh Cogdill, VHS Principal
Have you ever asked a three, four, or five year old what he or she wants to do when he or she grows up? If you have not, try it, it is amazing to hear the answers. Every time I have done this, I have left inspired and a bit nostalgic for when all things were possible. The last time I asked this question, I received the following answers: astronaut, fireman, rock star, soccer player, doctor, veterinarian, and video game maker. I have also asked these young people to tell me more about their dreams and their answers were just as amazing: “I want to go to Mars”, “I want to play music in front of a lot of people”, “I want to win the World Cup”, “I want to help people”, “I love animals”, and “I want to make a fun game”.
Do you remember when your dreams were big, amazing, unreal, and diversified? All students have dreams and great teaching is about inspiring. It is also safe to assume, that most parents hope his or her child lives a full life and becomes the best version of himself or herself.
22 | verona public schools magazine
My last twenty years in education have demonstrated that our teachers and counselors also want this for our students and it is the driving reason why they decided to become educators. In the Verona School District, I have witnessed how this has resulted in a student-centered culture. These ingredients to a student-centered culture are critical to the success of a school. This belief is a driver for maximizing the opportunity and potential of each student. For example, in the senior year, through a program facilitated by Mrs. Salisbury, students have the ability to work in an internship with the goal of discovering their attitudes about different professions. These internships are in such diverse places such as law firms, cupcake shops, or in our elementary schools. Each student is afforded an opportunity to learn if he or she can see himself or herself in a profession. This is a critical experience because it is just as important to discover what we don’t want to do as what we want to do. Another area of opportunity lies in our Option II Program. This idea “serves as an alternative to traditional high school courses and involves in-depth experiences that may be provided by school district personnel or instructors not employed by the school district”. Option ii opportunities include “interdisciplinary or theme-based programs, independent study, magnet programs, student exchange programs, distance learning, internships, community service, co-curricular or extra-curricular programs, and/or other structured learning experiences”. We have seen many students successfully complete classes through edX, an online learning platform developed by Massachusetts Institute of Technology and Harvard University, independent research projects, and other opportunities such as: learning a foreign language, traveling, horseback riding, and more. At VHS we believe all students should have the ability to take the courses that interest them. We also believe that a school that opens the doors of coursework to all students, is a school that values and believes in the spirit of the learner. verona public schools magazine | 23
Learning does not only happen in the classroom. At VHS, our students have approximately 40 clubs in which they can participate, including Mock Trial, Chess Club, Marine Biology Club, DECA, Girls Learn International and many more. Equity in education is more than just academic programming; it’s imparting the feeling that our students are valued and respected. At VHS, our student to counselor ratio affords our counselors the opportunity to meet with every student and his or her parents to discuss goals, concerns, scheduling, colleges, aspirations, and a host of other topics. It is uncommon for a high school to have such an individualized approach, but those meetings allow our counselors to learn about our students on a personal level. Additionally, our school and community continue to implement programs related to mental health so that we can meet the needs of all students. We are proud of our counselors and their student-centered approach to fostering academic, social, and emotional growth. As a school, we believe that all students should be afforded the opportunity to develop the skills to achieve his or her goals. The challenge is meeting those needs in a world that are constantly changing and evolving. All of our students have something that makes him or her special and unique. The staff at VHS is amazed by the individuality of our students and we look forward to seeing the great things they will grow up to do. High school is a very short period of time in a person’s life. With that said, the experience is always meaningful, impactful, and memorable. We are proud of our work to make school fun, open, accessible, interesting, and welcoming for all students. We hope when our students are ready to graduate high school they still have the same passion he or she had when they were three, four, or five years old. Nothing is more exciting than a student who still has the aspirations to be a veterinarian/astronaut/rock star with the preparation to achieve those goals.
24 | verona public schools magazine
Thank you to the parents, family members, staff, administrators, Verona community members, F.N. Brown, Brookdale, Forest, Laning, and H.B. Whitehorn for your amazing work with our students. Your efforts are evident every day in the actions and character of our students. Verona Public Schools. (2018). Option II. Retrieved May 22, 2019, from https://sites.google.com/s/1oBOpjkQ29F4Gu-LCX2CiyeVrX5vFu4ap/p/1P1QIpk2Qsqn0fl9Gib-RqTm6P0vVACY/edit
“All students have dreams and great teaching is about inspring�
verona public schools magazine | 25
Social Emotional Learning in the Elementary Schools by Howard Freund, Principal of Laning Ave School
�e Verona elementary schools are always looking for ways to add to and improve its offerings for our youngest students. Recently, all of the elementary schools were provided the opportunity to incorporate more experiences towards advancing our students’ emotional intelligence through Social Emotional Learning (SEL). “Social Emotional Learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, a�itudes, and skills necessary to understand and manage emotions, establish and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions” (h�ps://casel.org). �e Verona Schools believe that when students are comfortable with themselves and others, intrinsically motivated, and responsible, they are more likely to respond to rigorous teaching. SEL does not take up precious instructional time, rather it makes it possible for greater engagement and deeper understanding in the typical elementary content areas.
26 | verona public schools magazine
It is this philosophy which was the impetus for shifting around schedules and making it possible for Mrs. Dana Lustig to spend one day per week at each elementary school. Mrs. Lustig was previously the VHS Student Assistance Counselor and for over 20 years has played a large part in assessing and impacting our schools’ climate and culture. In Mrs. Lustig’s first year in the elementary schools, she met with staff, observed students throughout the day, facilitated small group sessions, and worked with grade levels and specific classes on topics such as: mindfulness, listening skills, emotional awareness, and conflict resolution. After a successful first year, Mrs. Lustig, in consultation with our district administration, decided to implement an established SEL curriculum to all elementary grade levels. �ey decided on a research-based program called Peekapak (h�ps://www.peekapak.com/). �is year, the Verona Schools will be piloting the Peekapak program with six lessons per grade level. �e lessons feature stories and activities that stem from the concept of respect. A home component to the program provides families with the story, additional activities, and fun at-home questions which support and extend the school lessons.
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“This is like a class for your feelings.” - Verona 1st Grader
�e following is an example of what a typical Peekapak lesson looks like: Our students start off the lessons by ge�ing acquainted with the students in the Peekapak class. Peekapak students have characteristics that vary and possess many interests and qualities that our own students are able to relate to. �e characters are a mix of humans and animals and have accompanying detailed cartoon-like illustrations. After discussing all of the Peekapak students, Mrs. Lustig reads a story to her students, pausing frequently to discuss the text and interpret social dynamics and emotions from the pictures. Students have obvious connections to the characters and the circumstances in the story. A full discussion takes place after the reading in which our students volunteer similar experiences and feelings and also put themselves inside the story to solve the problems.
Links to the story are sent home to parents to reinforce the life-skills and messages. When asked about the lesson, a first grade student responded, “�is is like a class for feelings.” It is our genuine belief that by incorporating these learning experiences into our elementary program of study, our students will benefit both in the long and the short term. Communication about relationships and emotions will be open and students will have common language with each other as well as with staff members. Our students will be more successful throughout school and home as they learn strategies to manage their behaviors and emotions, gain interpersonal skills, and make responsible academic, personal, and social choices.
verona public schools magazine | 27
Full day Kindergarten Written By: Jeff Monacelli, Principal of Forest Avenue School
Over the past 20 years, the structure of kindergarten in the Verona Public Schools has seen a number of changes. The most recent was the passage of a second ballot question by the votfers of Verona supporting the adoption of full-day kindergarten. Kindergarten was originally a half-day program with each child attending either the morning or afternoon session which lasted approximately three hours. One full time teacher taught both sessions. By the year 2000, kindergarten was expanded to a four hour extended-day program with all kindergarten students attending classes from 8:30 a.m.-12:30 p.m. Since all of the classes ran simultaneously, double the number of classrooms were necessary for the extended day. This required having one teacher for every class unlike one teacher for two classes under the previous model. In 2004, under the leadership Superintendent of Schools Earl Kim, a kindergarten task force was convened to discuss the merits of full-day kindergarten. This did not result in the adoption of a full day K program but restructured the teachers’ work day, making them 77% staff members and providing them with more time for collaboration, planning, and preparation. In 2012, then Superintendent of Schools, Steven Forte stated, “There have been some concerned parents that want to go to a full day and we agreed that if voters support it, then we would be happy to have it.” A second question was placed on the November 6, 2012 ballot. The passage of the second question was unsuccessful and the four-hour extended day continued for another six years. 28 | verona public schools magazine
In 2017, the topic of full-day kindergarten once again emerged. Members of the community approached Verona Superintendent of Schools Dr. Rui Dionisio and the Board of Education about the possibility of putting a second question on the ballot to make kindergarten in Verona a full-day program. Approximately 80% of New Jersey public school districts offer full-day kindergarten, including many of Verona’s comparative peer group school districts. Over the course of the next year, the kindergarten teachers and elementary principals devoted several grade level meetings to research and discuss the merits of full-day kindergarten. The meetings consisted of a comparative analysis of extended day and full-day kindergarten settings as well as researching the pros and cons of this initiative. From the research, the kindergarten teachers and elementary principals developed a list of the benefits of full-day kindergarten that included additional reinforcement of positive behaviors, increased time spent on individualized instruction, higher self-esteem and independence, greater creativity, play through recess and lunch for social and emotional development, added time for implementation of curriculum across content areas and additional time for teacher and staff collaboration. It was not possible for Verona to pay for the addition of a full-day kindergarten program out of the regular school budget due to previous reductions in New Jersey state aid and the current 2% cap on the property tax levy. The only reasonable way to fund full day K was to place a second question on the ballot and let the voters decide on its fate. The question was put on the November 6, 2018 general election ballot and passed with 57.67% of the vote. With the passage of the ballot question, Verona
was able to provide full day kindergarten to our families. The cost to the Verona taxpayers is an additional $215,000 per year ($3.50 per month). This funding covers the cost of the increase in teachers salaries (from 77% to 100%), the addition of a physical education (PE) teacher to accommodate the added sections of PE and health, increased hours for lunch aides, and additional supplies. Once the ballot question passed, the four elementary principals needed to ensure that everything would be in place for the transition to full-day K which commenced on January 28, 2019. The amount of classroom space was not an issue since Verona already had extended day kindergarten which required one classroom per kindergarten class. Each school’s master schedule needed to be tweaked to add additional physical education and health classes, add a lunch/recess period for kindergarten and move some of the kindergarten specials to the afternoon. Teaching supplies were ordered to support the increased time being spent on the core academic subjects and interviews and demonstration lessons were conducted for the new PE teacher. While there were no content changes to the current curriculum, the extra time in the daily schedule provides the children with more opportunities to dive deeper into the English Language Arts (ELA) and Math curricula. It also allows more time to devote to social studies and science instruction. In a longitudinal study of kindergarteners, Watson and West (2004) found that children in full-day programs made greater gains than their counterparts in half-day programs in both their reading and mathematics achievement. Previously, social studies and science were integrated with ELA lessons but can now be taught as stand alone subjects. Three specific science units being taught through the Smithsonian’s STC Elementary Curriculum which support the Next Generation Science Standards are Exploring Forces and Motion, Exploring Weather and Exploring Plants and Animals. This program encourages children to utilize their natural curiosity through hands on learning in order to make connections to the real world.
According to the National Education Association, “A full day of learning offers many social and emotional benefits to kindergarteners. They have more time to focus and reflect on activities and they have more time to transition between activities” (Full-Day Kindergarten, 2015). Having lunch and recess with their peers as well as more time for centers will increase the children’s time for social interaction. With input from the kindergarten teachers regarding the structure of the new kindergarten day, it was decided that the kindergarten lunch/recess period would begin at 12:30 p.m. (immediately following the grades 1-4 lunch/recess). The advantage of this timing allows the children to complete the bulk of their academic work prior to lunch/recess. In addition, the students were accustomed to eating at this time when they had a 12:30 p.m. dismissal. The children are very excited to stay for lunch and recess and this has become one of their favorite parts of the school day. Center time is an important part of the kindergarten day as it provides the children with the opportunity to independently explore a variety of learning areas (centers), play and socialize with their peers as they complete specific tasks. The New Jersey Department of Education Kindergarten Implementation Guidelines (2011) state that “Learning centers should be available every day for open exploration and for activities with specific content focus, such as mathematics and language arts literacy.” The new kindergarten day allows for the students to enjoy centers on a regular basis. Full day kindergarten adds a total of two hours and fifteen minutes to each day. This provides the equivalent of an additional 45 instructional days plus the supplemental play and social time through the lunch/recess period. Forest Avenue School kindergarten teacher, Mrs. Suzanne Livelli stated, “Full day kindergarten has gotten off to a great start. The children made a seamless transition to their new day. We (teachers) are happy because it means more time to work on important skills.” The children have quickly adjusted to their new day and are enjoying the extra learning and interaction time with their peers.
verona public schools magazine | 29
P
art of the mission statement for Verona Public Schools calls for inspiring our students to be compassionate global citizens through dynamic teaching, meaningful curricula, and enriching experiences. According to Oxfam International, global citizens are people who is aware of and understand the wider world and their place in it. Global citizens take an active role in their community and work with others to make our planet more equal, fair, and sustainable. At H.B.W. our teachers are cultivating global citizens in a variety of ways. At the forefront are our world language teachers who expose our students to Spanish, French, and Mandarin language speakers all over the world. One of the projects that our Spanish and French students undertake is to research a place where that language is spoken. Students are surprised to find French is spoken in parts of Africa, the Middle East, and the Caribbean. In addition to the curricula, our World Language teachers plan for meaningful experiences outside of the classroom. Spanish students eat at a Spanish restaurant and are entertained by Flamenco dancers. French students visit a Moroccan restaurant and bring prepared questions for the owner about his experiences in Morocco and his life in the United States Mandarin
30 | verona public schools magazine
students visit martial arts studios, participate in traditional new year celebrations, and shop in a Chinese supermarket. Students are encouraged to join World Language clubs, which provide even more opportunities to experience cultural celebration and traditions. It is not just the job of our World Language teachers to cultivate global citizens. Our Social Studies teachers stress the idea of seeing things from many different perspectives, whether it is American colonial times or modern-day Africa. Mr. Foster’s students read “The Danger of a Single Story,” a transcript of a speech from Chimamanda Adichie, a prominent author from Nigeria. The author discusses how she was perceived based on other people’s notions about a young woman from Africa as well as how she perceived others she met in her life. For those students who opt to participate in the National History Day social studies cycle, eighth graders are able to research a global topic in depth and compete with their peers across the state and sometimes across the country! In science, students explore climate change and its effects on the globe, and in Oceanography they look more closely at how climate change is affecting coral reefs across the world. The Future City Competition offered to seventh grade students at H.B.W. integrates the teaching of global citizenship. Students are challenged with developing a solution to a city-wide sustainability issue facing urban environments around the world. This year, students were asked to develop a sustainable power-grid for a city of the future, requiring participants to conduct thorough research into places around the world that might be heavily affected by power-outages as a result of their geographic location. Students studied the struggles experienced by residents in Puerto Rico after Hurricane Maria. They also
sought to develop solutions that they believed would make a difference these locations. The bands and choruses regularly program music from or inspired by other cultures. A recent example is a piece called "Gamelan" by Walter Cummings. It was inspired by Balinese and Javanese gamelan music. Students (both in the ensemble and in the
Cultivating Global Citizenship Written by: Yvette McNeal
concerts) were exposed to this music and studied what elements of the music the composer used to create the piece for concert band. Beyond the classroom, many of our teachers are adventurous travellers and have been to or lived in over seventy-five countries including China, Russia, South Africa, Egypt, Columbia, Ecuador, and Iceland! Some of these teachers are making adventurous travellers of our students and offering them more opportunities to explore the world outside of Verona. Working with educational travel
companies, H.B.W. teachers have taken Verona students to China and Europe, Australia and New Zealand. Future trips are being planned for Scandinavia, the Galapagos Islands, and Ecuador. Thank you, H.B.W. teachers for sharing your adventures, your world-views, your thoughtful planning, and your time with our students to help grow them into compassionate, global citizens.
verona public schools magazine | 31
Integrating
Through Embedded Staff Development By Mrs. Jen Kleinknecht, Mr. Andor Kish, Ms. Maria Mayo & Mr. Eltion Ballaj Integrating technology into the classroom can be challenging for the busy teacher who is juggling lesson planning, grading, and communicating with parents. It can be overwhelming to try something new. To help teachers use the G Suite for Education (formerly Google Apps for Education) and other technology tools, the Verona Public Schools has designated three teachers as mentors who can coach their peers through every step of the process. Mrs. Jen Kleinknecht, Mr. Andor Kish, and Ms. Maria Mayo work with teachers throughout the district to brainstorm ideas, implement lessons, troubleshoot problems, and reflect on best practices. Mrs. Kleinknecht is the school librarian at Henry B. Whitehorne Middle School, but she works with the elementary teachers at Brookdale, Forest, F.N. Brown and Laning. “I love working with the elementary teachers. It’s given me a greater understanding of what to expect from our incoming fifth graders. It amazes me what even our youngest students can do,” said Mrs. Kleinknecht. This year Mrs. Kleinknecht created a video tutorial to teach students how to enter data and make pie charts and graphs in Google Sheets. Inspired by her son’s love for wacky Youtubers, Mrs. Kleinknecht made the step-by-step video informative but also added humor to it. She used props, jokes, and an animated presentation style to keep students engaged. If students had questions about one of the steps, they could replay the video or ask their teacher for help. 32 | verona public schools magazine
Mrs. Kleinknecht is also working with teachers in the elementary schools who are interested in becoming Google Certified Educators. In addition to giving a presentation about the exam, she made binders with extra review questions and examples. To supplement the professional development workshops, she has taught, Mrs. Kleinknecht has created a Google Classroom for teachers to learn more about Google Slides and Google Docs. Teachers can consult her postings to use ideas for lessons. Ms. Mayo is the school librarian at Verona High School, and has been working with our high school teachers as a technology mentor. Ms. Mayo has led workshops on several G Suite for Education Tools, including Google Sites and Classroom. She has also worked to increase access to technology by managing devices in various departments. Ms. Mayo is working alongside administrators and other teachers at the high school to ensure that the distribution of technology is equitable for all staff. This has been her first year as a technology mentor, however, she has been working with instructional technology since day one. “Co-teaching with faculty has given me great opportunities to see how technology is being used in the classroom on a day to day basis. Understanding curriculum and how technology can enhance it has given me insight as to how I can assist teachers”. Ms. Mayo added, “We have teachers in the building who are using technology in creative and innovative ways, I am just excited that I get to highlight and share their work”.
Ms. Mayo is currently working on providing more personalized and “byte-size” professional development opportunities for staff members. “Our high school teachers do incredible work with our students, therefore, they have a full schedule. Any tech professional development must be quick and meaningful so that teachers have an opportunity to participate”. Ms. Mayo has created a Google Classroom where she shares updates. In addition, she is active in edchats and shares tech resources through her Twitter account @VHSLC. Ms. Mayo is working alongside Mrs. Kleinknecht and Mr. Kish and the IT team to design and build a district-wide Google site that will provide on-demand technology resources
Mr. Kish has provided workshops, in addition to, one-on-one instruction for teachers at H.B. Whitehorne. Mr. Kish has also led teacher orientations to help guide the incoming teachers in district to feel comfortable using G Suite for Education. “Being a mentor really keeps me on my toes. Not only is it a learning process for the teachers, but for me as well, since I am discovering new methods to help teacher integrate G Suite for Education and technology.”, said Mr. Kish. Mr. Kish is currently working on a schoolwide Google site that teachers will be able to use as a reference guide to help troubleshoot their needs. “When I have all of the incoming fifth graders for Intro to Computers, the goal is to make sure all of the fifth graders are comfortable using technology and G Suite for Education. In many ways the mentorship program exists within the same vein -- to ensure teachers have the support system they need to use technology within their classroom.”, said Mr. Kish. All three mentors are doing a wonderful job assisting our staff throughout the district. They are integrating technology, promoting the use of new tools in their classrooms, and are receiving praise from their colleagues for the help they are providing. Our district is proud that we created the Tech Mentoring positions to help our staff .
Although distance and digital learning are convenient and effective, Ms. Mayo enjoys collaborating with staff in-person. “Working one-on-one with faculty has proven to be the most meaningful way to build rapport as a technology mentor. I enjoy the challenge of planning how to incorporate technology through curriculum and work to be an available resource for my colleagues and students”, said Ms. Mayo. Mr. Kish is the computer science teacher at H.B. Whitehorne Middle School. Over the past three years, Mr. Kish has worked as a Google Mentor. He is a Google Level 2 Certified Educator who has used his experience to help teachers meet their needs, as well as, the students’ needs when using technology.
Suite
verona public schools magazine | 33
Rutgers University Honors Verona Public Schools as
Exemplary School District
by Dr. Rui M. Dionisio Superintendent of Schools
“Rutgers University Center for Effective School Practices (CESP) is dedicated to providing customized and practical solutions that maximize organizational effectiveness. Rutgers CESP’s main objectives are to facilitate the translation of research into best practices and build the capacity of professionals to engage in informed decision-making that is rooted in research and data. Rutgers CESP works with K-12 schools and districts, institutes of higher learning, state and federal government agencies, community organizations, and the private sector.”
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The Verona Public Schools was recently honored in March 2019 by the Rutgers University Center for Effective School Practices (CESP) for strategic and proactive communication and a commitment to public relations through the second annual Verona Public Schools Magazine 2018 Edition. Superintendent of Schools Dr. Rui Dionisio, along with Verona High School teachers, Ms. McKelvey-McLaughlin and Mrs. Sciacchitano, presented at the Rutgers CESP Tri-State Annual Conference in March where they received the award. The district presentation, entitled Beyond Words: Where Project-Based Learning & the Art of Communication Converge, showcased the exceptional work of our students and staff highlighting the amazing teaching and learning opportunities taking place in our schools each and every day. The Verona Public Schools was recognized as this year’s Exemplary School District for effective communication through student project-based learning in our Capstone graphic design course. The genesis of the Verona Public Schools Magazine dates back to the inaugural publication in 2016. The Verona Public Schools publishes the annual magazine which is a compilation of all that is amazing, alive, and well in our schools. Verona High School students are actively engaged in relevant and
authentic work that ma ers to them in their community. With collaboration and creativity, students work on real problems and contribute with real solutions to highlight the incredible efforts of staff and the progress their schools continue to make to support superb teaching and learning in their classrooms. The spirit of our annual publication continues to be to share timely, accurate, and comprehensive stories about what we value so deeply in our schools. We are grateful for the efforts of our students who are guided by the talent and dedication of Ms. McKelvey-McLaughlin and Mrs. Sciacchitano. Our students work collaboratively with photography and graphic arts on the design and development of the magazine each year. Through this process, our students learn critical thinking skills, creativity, collaboration, and communication. The Verona Public Schools is humbled and honored to be selected as this year’s award recipient. We are inspired by the dedication of our staff to our students with a commitment for a be er tomorrow.
verona public schools magazine | 35
Helping Children Build Their Reading Lives While Developing a Love of Reading By Mrs. Nicole Stuto, Brookdale Avenue School Principal
As adults, many of us have established and continued to build daily reading lives that define our interests, bring us pleasure, and help to continue to build our knowledge. Some of us may start each day with a cup of coffee and a newspaper in hand, while others might have a daily news application on their smartphone to skim through on their morning commute. Many readers join book clubs, while others enjoy reading as a personalized experience. Whether it is nightly leisure reading with a hard copy of the latest fiction thriller or a historical non-fiction downloaded on a tablet, as adults we have the autonomy to make these choices on a daily basis. We know our preferences, and even if we aren’t avid readers, we can recognize its importance.
“Reading makes me feel at home. It gets
anything that stresses me, out of my brain. It‛s like I‛m going on an adventure when I read and I don‛t know what‛s going to happen. Reading helps me think about the story and picture it in my head.
”
-Nicholas Corcione, Brookdale 1st Grader One of the most valuable things we can model for our children is the importance of reading and the development of a reading life. Children are 36 | verona public schools magazine
inspired to play sports, listen to music, and engage in video games outside of school. We also want to inspire children to read. Years of research completed by University of Tennessee Professor of Education, Richard Allington, suggests that the three most important conditions readers need to thrive are time to read, access to books they find fascinating, and expert instruction. These three areas are valued by the Verona Public Schools and attention is paid to each of them every day during Reading Workshop. In our elementary classrooms, students are provided time each day for independent reading. During independent reading, students have dedicated time to read a book that is “just right” while they practice the skills and strategies that their teachers have added to their reading “toolbox” that day. If you were to walk into an elementary classroom during independent reading, you would most likely see children sitting around the classroom, surrounded by their book bag or bin in the primary grades and a chapter book and reading notebook nearby in the upper grades. Children have access to a wide array of levels, genres, and authors within classroom libraries that are constantly growing. Verona’s
librarians also serve as excellent resources who get to know our readers and help them to find books that interest them during their weekly classes and throughout the week. Lastly, our balanced literacy curriculum allows for instruction to be differentiated and targeted for all learners. Small group instruction and conferring are two important aspects of the expert instruction that occurs within our elementary classrooms. Many of our programs and events across the elementary schools stress the importance of reading and encourage a culture of a love of books. One District, One Book is a program that is designed to be a shared read aloud experience and a time for families to commit to reading together each night for the duration of the program. The Scholastic Book Fair is an annual SCA fundraiser that builds reading community and fosters excitement surrounding purchasing new books. The elementary schools celebrate Read
“I think that independent reading is important because it gives kids a chance to go off on their own, pick whatever book they want, and sit back and enjoy. Reading helps you develop things like expression, accuracy, and intonation, which are things that you also need in life. I love reading very much because in a book anything could happen, absolutely anything.” Addie Walker, Brookdale 3rd Grader
taught strategies to “break apart” and “tap out” words, which are helpful in building their independence. Children should be praised when they fix a word. We often listen to children read through a sentence and go back to correct something that didn’t make sense. This means that they are paying attention to the meaning of the text and deserve praise for catching their own mistake. Adults can also encourage children to read like storytellers. Reading with expression and voice will build children’s fluency, and in effect build their overall understanding of text. Lastly, adults should find every opportunity to talk to
“Reading takes you on an adventure. I use my imagination and the story comes together. I love reading because it‛s fun.” -Katie Groves, Brookdale, 1st Grader
children about books. “What did you read in school today?” “What genre are you currently exploring as a reader?” “Have you set any goals for your reading life?” These are just a few ways we can help children continue to develop into lifelong readers.
Across America week annually, where reading is celebrated and activities surrounding reading are intended to continue to build interest and motivation.
If we agree the most important thing is getting children to read more, then we want to help them find time to fit more reading into their lives. Every week looks different for children and their families. Some weeks are filled with sports and other activities, while other weeks might leave us with more down time. Encouraging children to read when they have the time to do so is critical. When asked how much should children be reading, many experts would respond, “as much as possible.”
As adults, there are some simple ways we can grow motivated, lifelong readers. When reading aloud with children, it’s important to encourage them to work for their own words. Students are
Helping children find books that they enjoy reading can certainly present challenges. However, once children find something they enjoy, they will want to read more, and will in effect continue to verona public schools magazine | 37
grow as readers. Series books can sometimes be the key to a child’s interest. If they enjoy one book in the series, they are likely to want to continue to read the rest of the series. Just like adults might be motivated to read and share with members of a book club, making reading with friends “seem cool” is important as well. As adults we can help support children in finding friends with similar reading interests to read with and have deeper conversations about texts. Read as a family or encourage your child to read to a younger sibling or friend. By nature, children become excited by things that are deemed “special.” Help your child find the excitement in selecting books by making trips to the local library or bookstore a special treat. Lastly, help children by giving them the time and a personalized space to read daily. A special pillow to rest their book on, a night light, or a comfortable chair. Small touches like these can often make the difference in building the comfort and enjoyment for children. We can only hope that by helping them build this love and appreciation for reading early on, that they will continue to grow as readers throughout their lives.
“Independent reading lets you just look at the book through your own eyes. I love to read because I can learn many things when I am reading.” - Hank Barchie, Brookdale 3rd Grader
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W g n I i S k E Cho a M ices HBW by David Galbierczyk, HBW Carnegie House Principal “Can I get a hoot hoot??” That’s the question 6th grade teacher Mrs. Albano asked the HBW student body when they were introduced to HBW’s first mascot during its first “Owl Day” on September 7. Consisting of a pep rally filled with games, music, and a brand new school mascot, along with sessions in goal setting, team building, and grade level meetings outlining expectations, HBW students spent the entire day learning about NJ PBSIS, our new initiative designed to promote positive behavior in our school. Both HBW and VHS were accepted to participate in the New Jersey Positive Behavior Supports in Schools (NJ PBSIS) program following a recommendation for application from the district’s Action Committee on Code of Conduct & Respect. NJ PBSIS exists as a partnership between the NJ Department of Education Offices of Special Education and the Boggs Center, Rutgers Robert Wood Johnson Medical School. Since 2003, NJ PBSIS has trained cohorts of school districts to implement a tiered intervention approach to student conduct, with a heavy emphasis on acknowledging and reinforcing positive behavior, in order to improve student discipline and to promote positive decision making. Throughout the 2017-18 school year, HBW’s Universal team, consisting of ten staff members and both principals, were trained and methodically planned for the 2018-19 PBSIS roll out. One of the most critical features of the planning process was identifying three pillars of character to base our focus. A survey of the staff resulted in the characteristics of respect, integrity, and open-mindedness as those identified as the focus for supporting our mission of inspiring students to be creative, critical thinkers and compassionate global citizens. The Universal Team then worked closely to develop ways to communicate the virtues of respect, integrity, and open-mindedness to the HBW student body. These pillars were defined as follows:
RESPECT
Showing consideration for the point of view of others and how your words and actions will affect other people
OPEN-MINDEDNESS
Valuing people’s differences and respecting their right to have their own opinion, habits and routines, even when you disagree
INTEGRITY
Knowing the difference between right and wrong and doing the ‘right thing’ whether or not anyone is watching
HBW now has a mascot and logo!
Creating a school mascot was the first step toward developing a new school logo for this initiative. Merging the ideas of the “great/whitenorn(ed) owl” with wanting to help HBW students make wise choices, the owl was selected to be HBW’s first mascot. We even purchased our own owl costume, so the owl now makes appearances at special events! Even though some students think they know the identity of the mascot, one never knows who will actually be wearing the owl costume!
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Students were then asked to submit logo ideas, using the owl and the pillars of integrity, respect and open-mindedness. The Universal Team analyzed the concepts submitted and ultimately created a logo concept that combined ideas from the majority of entries received. This concept was passed along to students studying graphics at VHS, who ultimately provided the final logo concept adopted by the Universal Team.
Kicking Off the 2018-2019 School Year Adopting pillars of character, a mascot and logo were just some of the initial steps taken by the Universal Team as it prepared to introduce the PBSIS initiative to the HBW student body. Additional measures taken were identifying common expectations of students in the various areas of the building, including in the classroom, hallways, cafeteria, hallways, bathrooms, auditorum, as well as during recess and in promotiong expectations of digital citizenship. Posters outlining expectations for each area of the building are now posted throughout the building to serve as a reminder for students. The team also developed lesson plans and began introducing the PBSIS rollout to HBW staff in the Spring 2018. In the blink of the eye, the start of the 2018-19 school year was upon us and we were ready to introduce PBSIS (and our new mascot, often affectionately know as “Henry B.”) to our students. As an illustration of our commitment to promoting the characteristics of respect, integrity and open-mindedness by recognizing, acknowledging, and celebrating positive behavior, HBW devoted the entire first Friday of the school year to the PBSIS initiative. No classes, no homework - just a focus on communicating expectations of positive behavior and conduct conducive to providing a safe academic, social, and emotional environment for all students.
HBW Token & Reward Systems During our first Owl Day, students were introduced to the HBW Owl token system. Any staff member who observes a student making a positive choice might be recognized for their behavior by being handed an HBW token. The purpose of receiving the HBW token is to acknowledge the positive behavior, which may range from being prepared for class, to holding a door for someone, to helping a friend who might be struggling. Students deposit their tokens in their respective grade level bins, located in the cafeteria. In an effort to promote teamwork, the entire grade receives a reward once its grade has deposited enough tokens in the bin to surpass the goal line established for them. All of the grades have received multiple grade-level rewards this year, consisting of extended recess, “pop up socials,” ice cream, and watching a movie with popcorn. Students have enjoyed the rewards and appreciate the recognition for their positive behavior.
Our Newest Tradition: Owl Days! We are committed to providing students with ongoing, meaningful experiences designed to help them make wise choices by adhering to the pillars of respect, open-mindedness, and integrity. Each marking period, we focus on one of the pillars. The HBW Universal Team plans Owl Days on select half-school days each marking period with the purpose of celebrating students’ commitment to one of the pillars and then pivoting to learn about how they can incorporate another pillar into their lives. During the Owl Day celebrations, students have had fun playing a variety of “minute to win it” games against one another, their teachers, and even Henry B. the Owl! Students love participating and cheering on their classmates! “I look forward
40 | verona public schools magazine
to Owl Days. I think the team building competitions are really fun. You get to work with your friends and do fun activities,” said 6th grade student Kelly Barrow. During the Owl Day classroom lessons, students are asked to establish goals for themselves, participate in team building activities, and engage in discourse designed to promote their growth related to the pillar of character being emphasized that marking period. These lessons challenge students to reflect and assess where they are already making good decisions as well as where there might be room for growth. At the April 2019 Owl Day, teachers shared their own middle school experiences with HBW students in an effort to remind students that the adults in the building were once in their shoes.
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“ I thought it was g�eat when teachers shared their middle school ex�eriences with us. It helped show us that we should not make others feel bad about themselves and that we should t�eat ever�one well. ” - Ella Scipione, 6th g�ader
Next Steps As we look ahead to the 2019-2020 school year, the HBW PBSIS team is looking forward to continuing providing students with opportunities to consider how they can be respectful, act with integrity, and maintain an open mind. While Ms. McNeal and I are proud of the strong academic program offered to students at HBW, we are even more proud of our school community’s commitment to encouraging students make wise choices everyday, everwhere, and in all types of situations.
verona public schools magazine | 41
BBuilding uilding Stronger Students
Stronger Students One Day At A OneTime Day At A Time Mr. Robert Merkler Director of Athletics & Special Mr. Robert MerklerPrograms Director of Athletics & Special Programs
When watching a professional sporting event, watching a professional sporting event, a it is easy toWhen see that today’s athletes have achieved it is easy to see that today’s athletes have achieved a peak level of physical fitness never seen before. Gone peak level of physical fitness that previous generations are the days where a player would arrive to training did not reach. Gone are the days where a player would camp looking to work themselves into game shape. arrive to training camp looking to work themselves That antiquated method has been replaced by year into game shape. That antiquated method has been round training focused on adding strength, increasing replaced by year round training focused on adding mobility and flexibility, and developing powerful, strength, increasing mobility and flexibility, and agile athletes powerful, who can agile perform at awho high As at developing athletes canlevel. perform professional and trainers on to a high level.athletes As professional athleteshave and latched trainers have newlatched styleson and training, ideas have to methods new stylesofand methodsthose of training, filtered to thefiltered scholastic accountlevel. for thosedown ideas have down level. to the To scholastic thisTo change and our and student-athletes account forprovide this change provide our with the chance to improve with theirthe level of conditioning, Verona student-athletes chance to improve their level HighofSchool has responded by transitioning the conditioning, Verona High School has responded extracurricular strength training of strength studentstraining from a by transitioning the extracurricular traditional method an innovative, of students from atotraditional methodCrossFit to an style training led byCrossFit our Verona High School innovative, style training led byPhysical our Verona Educator, NicolePhysical Shanley. High School Educator, Nicole Shanley. CrossFit,byfounded by Greg Glassman 2000,to CrossFit, founded Greg Glassman in 2000,inlooks looks to createlifelong confidentmovers, lifelongregardless movers, regardless of create confident of ability, size,ororexperience experience by exposing to to a ability, size, exposingstudents students collaboration athleticdisciplines. disciplines. A typical typical workout collaboration of ofathletic workout by Verona student-athletes consists of movements by Verona student-athletes consists of movementsseen Olympic weightweight lifting,lifting, and track seeniningymnastics, gymnastics, Olympic and& field. The ability to taketothese athletic track & field. The ability takeextraordinary these extraordinary pillarspillars and combine them into a training athletic and combine them into a program training 42 | verona public schools magazine
program allows our students to express allows our students to express competence in the 10 competence in the 10 physical skills of physical skills of cardiovascular endurance, stamina, cardiovascular endurance, stamina, strength, strength, flexibility, power, speed, coordination, flexibility, power,and speed, coordination, agility, balance, accuracy using strongagility, balance, and accuracy strongInfoundations foundations and properusing technique. turn, by and proper technique. In turn, by experiencing experiencing success, our students develop confidence success, our students in in themselves that willdevelop translateconfidence into their personal themselves that will and translate intooftheir their field play.personal lives, the classroom, lives, theAnother classroom, and their field of play. advantage to transforming our Another our physical trainingadvantage program isto thetransforming ability to provide physical training program ability to provide opportunity to students on is anthe individualized basis. opportunity to students on itanisindividualized Each workout, even though focused on an basis. Each workout, evenfor though it isprovides focusedscalability on an overarching theme the class, and differentiation to meet their ability and needs. overarching theme for the class, provides Each physical is provided with their a variation scalability andmovement differentiation to meet ability help our students safely and most or modification and needs. Each to physical movement is provided effectively train. or A higher level learner working with a variation modification to help our on a movement suchand as a most pull-up may be able to do that students safely effectively train. A higher movement by itself with the addition level learnerstrictly working on a or movement such as aof weight.may A beginner would have the strictly option to pull-up be ablehowever to do that movement TRXorpulls the groundoforweight. banded/jumping bydoitself withfrom the addition A beginner
however wouldinhave option do TRXgain pulls from assisted pull-ups order the to help themtoprogress, the ground or banded/jumping assisted pull-ups in newfound strength, and achieve success. The individuality order towithin help each themmovement progress, newfound strength, provided andgain workout allows our and achieve success. The individuality provided students to tailor their exercise to their own personal levelwithin movement and workout allows our students to ofeach fitness. tailor While their exercise to their owncombines personal level of our CrossFit program fitness. from the best of athletics and provides each movements While our CrossFitexperience, program you combines learner with an individualized may movements bestprogram of athletics provides wonder how wefrom knowthe if this works and for our each learner an individualized experience, athletes. In fact, with one thing that Greg Glassman discusses you inmay the CrossFit that “without measurable,works for wonder Journal how weis know if this program observable, repeatable data,one there is nothat science of human our athletes. In fact, thing Greg Glassman performance. NewJournal Three-Dimensional discusses in(CrossFit’s the CrossFit is that “without Definition of Fitness and Health Part 1).” In our there is no measurable, observable, repeatable data, program, datahuman is monitored using an online tracker.New science of performance. (CrossFit’s Students are encouragedDefinition to enter in of theFitness weights and they use, Three-Dimensional Health regardless of how much or how little with their recorded Part 1).” In our program, data is monitored using an repetitions performed. “If you can’t track something, you in the online tracker. Students are encouraged to enter cannot improve This informationofwill let much our students weights they it. use, regardless how or how little with their recorded repetitions performed. “If you can’t
track something, you cannot improve it. This information will let our students know the difference between not just feeling good, but know the difference between not just feeling good, but actually being a better athlete who is able to actually being a better athlete who is able to perform perform tangible results,” says Mrs. better with better tangiblewith results, ” says Mrs. Shanley. Shanley. Trackingprogress individual allows Tracking individual allowsprogress for reflection andfor reflection goal setting to striveimprovement. towards goal setting toand strive towards continuous continuous improvement. As of this writing, two classes are offered on a As of this writing, classes are offered o rotational basis each season withtwo classes beginning at a rotational basis each season with 3:15 PM and 4:15 PM. Students who seekclasses extra help beginning at 3:15 4:15event PM.are Students with their studies or anPM afterand school able to who seektheir extra help with their studies or anWhen after schoo create own schedule for their workouts. event are the able to create ownhave schedule for their asked about program, ourtheir students provided workouts. about the aprogram, great feedbackWhen on theasked program. Geena, member ofour thestudents Class of have 2021,provided said, “I have learned some on much great feedback the through CrossFit. I have learned that no matter how program. Geena, a member of the Class of 2021, good you"Iare, there is reallysome alwaysmuch roomthrough to improve. said, have learned CrossFit. My jumping has that increased dramatically and I you have are, ther have learned no matter how good much quicker reaction time.toMy agility and have has is really always room improve. Myspeed jumping improved. I am stronger thanand everI and increased dramatically haveI always much can’t quicker wait until I time. get to My go toagility the next CrossFit It is reaction and speed meeting. have improved. evident that it isthan working I truly love it!” Nick, am stronger everand and I always can't wait until from the Class of 2020, said, “I was always a big get to go to the next CrossFit meeting. It isguy evident but now I am a big guy and in shape. My flexibility that it is working and I truly love it!" Nick, from th and coreofstrength gonealways up and aoverall I ambut Class 2020,have said,really “I was big guy just well conditioned. This fills in some of the gaps in now I am a big guy and in shape. My flexibility and the other programs I’ve been a part of.” core strength have really gone up and overall I am Our CrossFit strength and conditioning just well conditioned. This fills in some of the gaps program has been successful in training our students in the other programs I’ve been a part of.” and providing them with a high level of conditioning Our CrossFit strength and conditioning without the high costs of joining a private fitness club. program has been successful in training our studen We are committed to continually improving not only andphysical providing thembut with high levelthem of conditionin their strength, alsoa providing with without the high costs of joining a private the tools to create strong minded individuals whofitness club. inWethemselves. are committed to continually believe By participating in our improving program, no their but on also providing them weonly believe we physical are settingstrength, our students a successful with the tools to create strong individuals and healthy path. Any students who minded are interested in who believe in themselves. By participating in our joining our workouts are welcome to participate. Come program, we believe we are setting our students on out and join today! a successful and healthy path. Any students who ar interested in joining our workouts are welcome to verona public schools magazine | 43 participate. Come out and join today!
Who was Frederic N. Brown? By: Dr. Anthony Lanzo, F.N. Brown School Principal
F
rederic Nelson Brown was born in 1877 in Charlestown, Massachusetts. He received his Bachelor of Arts degree from Harvard in 1899. He taught in Boston for a year before relocating to New Jersey to teach English and mathematics at Bloomfield High School. After a year there, he taught for a year in Merchantville and later was appointed Supervising Principal of Merchantville Schools. In 1903 he became Teaching Principal of the Bloomfield Avenue School, the only school in what was then Verona Township. This is the same year he became Supervising Principal of Verona and Cedar Grove Schools. Cedar Grove was part of the Verona Township during this time period. The borough of Verona, with its current boundaries, was incorporated in 1907. Later, with the growth of the borough’s school system, Mr. Brown became Superintendent of Schools, a post he held until his retirement in 1938. During his tenure with the Verona Public Schools, the present middle school, original high school and our four current elementary schools were built. The elementary schools were built in each of the four corners of town. Mr. Brown was one of Verona’s first volunteer firefighters. He served for many years as secretary of the Verona Building and Loan Association. Mr. Brown was a member of the Verona Rotary Club and the Exempt Firemen’s Association.
Mr. Brown served the Verona Public Schools for 35 years. In 1941, the Teacher’s Association suggested to the Verona Board of Education to name one of the borough’s six schools in honor of Frederic N. Brown, retired Supervising Principal. The name change was approved by the Verona Board of Education after requests by students, teachers, residents and other officials. Grove Avenue School located on the street of the same name, a few blocks from Mr. Brown’s home at 24 Grove Avenue, was rededicated as Frederic N. Brown School. A ceremony was planned to honor F.N. Brown on January 22, 1942. The ceremony took place in the F.N. Brown school auditorium. A testimonial dinner was later held in June 1942 to share administrative accomplishments at the Crestmont Golf Club in West Orange. Mr. Brown was quoted as saying “the last years have been satisfying because, we stuck firmly to our principles and have done our best.” Mr. Brown passed away on March 1, 1960 at age 82. He was married to Edith Louise Sawyer Brown.
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Fun Facts The initial ‘N’ in the name Frederic N. Brown stands for ‘Nelson’.
Frederic N. Brown was the first supervising principal in Verona.
3
F.N Brown School was originally called Grove Avenue School.
8 F. N Brown School will be celebrating its 90th anniversary in the year 2021.
1
‘Buzz the Bee’.
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Frederic N. Brown School is the home of the ‘Bees’. The mascot is
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F.N Brown School was built in 1931.
Frederic N. Brown was employed with the Verona Public Schools from 1903-1938 as a Supervising Principal and Superintendent of Schools. He was employed with the Verona Public Schools for 35 years!
Grove Avenue School was renamed F.N. Brown School in 1942.
7 10
Outdoor Discovery Education (ODE) is an integral experience at FNB School as students have the opportunity to work in an outside classroom located on the Westwoods Trails behind the school and in the Harmon Butterfly Garden located on the front landscape. Lessons are aligned with the New Jersey Student Learning Standards in Science.
The official school song is “I’ve Got That F.N. Brown Feeling.”
verona public schools magazine | 45
Learning Through Play and Playing to Learn Mrs. Julia Zambrano, Mr. Jason Atkins & Mr. Glen Stevenson
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he Technology, Engineering, and Design (TE&D) program began with a simple question, “How can the Industrial Arts curriculum be transformed for the 21st century?� The initial answer to this question came from the UK’s mandated Design and Technology curricula, but the vision only came to life through the effort and dedication of Ms. Julia Harth Zambrano and Mr. Jason Atkins. Together they have built a program that deserves the recognition it is starting to attract. Not only does TE&D at HBW and VHS set itself apart from Industrial Arts programs of past, but also establishes an innovative pedagogy for STEM education. Many developing STEM programs changed the focus of content from their Industrial Arts predecessors, introducing new topics such as robotics and aerospace. Though the 21st century curriculum is typically “Higher Tech,� the content and delivery can often repeat the flaws of the outdated system. Chief among these can be an overemphasis on simple reproduction of existing designs or what can be characterized as “the carnival approach� where product driven curricula produce flashy, colorful projects that are connected by “themes� rather than meaningful learning objectives connected to the engineering design process. Ms. Zambrano and Mr. Atkins take the engineering design process and fuse it with a novel pedagogical approach that has the potential to make students’ technical experiences truly great. The general curricular framework emphasizes problem solving, perseverance, and adaptability. These skills are imbedded in both classroom and extracurricular opportunities at both HBW and VHS. Atop the focus on 21st century skills, is the philosophy for delivering these skills and engaging students. Ms. Zambrano and Mr. Atkins describes it as the TE&D philosophy: 1) Use Play as the “hook� in
46 | verona public schools magazine
lessons, 2) Give students opportunities to fail that don’t impact their grade, and 3) Empower students as agents of change in the world.
This article will focus on the role of play in facilitating learning in TE&D. Future articles will explore the other two aspects of the TE&D pedagogical philosophy, encouraging persistence in the face of failure, and TE&D as a source of empowerment for students. The objects students design in TE&D at both HBW and VHS are
“toys.”
frequently With Julia Zambrano, fifth graders build fan powered mag-lev trains. They are a far cry from Lionel trains, or Thomas the Tank Engine trains, but they engage students in a similar way. But there is a significant difference, students design and optimize the train itself rather than laying out a track. Through this
“toy” students learn about magnetic fields,
electric circuits, and forces while employing the Engineering Design Process (EDP). Seventh graders design and build Rube Goldberg machines which are filled with toys like dominoes, Hot Wheels cars, and various marbles and balls. In the past these machines have been built to apply Band-Aids or pour boxes of cereal in the most complicated ways possible. Students use the EDP to make decisions about how many actions their machine will have, what sequence the actions will take place in, and then use the EDP to optimize each action to achieve the final result. Students learn about forces, force pairs, simple machines, and present it all with a theme. These play related activities drive student creativity, excitement, and innovation. But perhaps more importantly, they engage students in challenging tasks that necessitate good communication, collaboration, and teamwork.. How do you get high school students to explore and learn Australian Aboriginal Art and mythology, historical social conflicts, angular momentum, center of mass, airfoil design, and precisely controlling 9 degrees of freedom in the release of a projectile? Sounds impossible, right?
“toy.”
It But Mr. Atkins does just this with a is a toy that embodies all of these seemingly disparate topics, namely a boomerang. In VHS’s STEAM (Science, Technology, Engineering, ART, & Math) course students build, test, refine, and decorate a boomerang that when all is said and done, actually does come back. Student engagement in the boomerang project is through the roof. It allows creative expression, it involves bodily kinesthetic intelligence, and for
the class spends time outside soaking up sunshine and learning disciplined throwing techniques. The boomerangs are designed in AutoDesk AutoCAD, cut out with a CO2 laser cutting machine, and then hand sculpted and optimized after observation of flight behaviors. Aboriginal myths/allegories and art principles are either used thematically in the boomerang’s graphic design, or reinterpreted through a modern lens. A “simple toy” becomes so much more, it becomes the physical embodiment of learning. Both HBW and VHS have clubs that extend play disguised as learning (or learning disguised as play). HBW’s Maker Club embodies the spirit of learning through play. In the past four years, students have had the opportunity to launch pumpkins across the soccer field, play a round of mini-golf on a course they designed, and compete for gold in the Maker Club STEM Olympics. Under the guise of play, these events require students to independently design, develop, and implement their ideas. By the end of a challenge, students will not only have participated in an enternating event, but they will have engaged in self-driven research on problem solving and team based product development. VHS’s Engineering Club designed and built a hovercraft that they ran in the hallway, just for fun. The club was thrilled over the prospect of floating on air. To maximize the fun, students pointed to 3 challenges that exist in typical verona public schools magazine | 47
School Counselor vs. Guidance Counselor by Jennifer Gadaleta, VHS School Counselor
Taylor Ham or Pork Roll? Sub or Hoagie? Many of you reading this will argue that two of those are correct and two of them are forbidden to be spoken in Northern New Jersey. I contend that the same is true with school counselor and guidance counselor. Calling a school counselor a guidance counselor may not elicit the same response as calling taylor ham pork roll, but it is incorrect nonetheless. What is in a name though? Unlike taylor ham and pork roll (yes, they are the same thing), the change from guidance counselor to school counselor was a deliberate one moďż˝vated by the evolving role of a school counselor. Historically, school counselors were known as guidance counselors because the majority of the job responsibiliďż˝es revolved around “guidingâ€? students towards colleges and careers. Laws required school counselors to be teachers ďŹ rst because much of the job descripďż˝on centered around course selecďż˝on and guiding students towards parďż˝cular professions. Guidance counselors did not have the training to provide social/emoďż˝onal counseling to students. 48 | verona public schools magazine
School counselors of the 21st century have very different responsibili�es from our predecessors; we are charged with addressing students’ academic, career/college, and personal/social needs. The American School Counselor Associa�on states
“high school counselors are educators uniquely
trained in child and adolescent development, learning strategies, self-management and social skills who understand and promote success for today’s diverse students.”
It is a misconcep�on that school counselors take courses on scheduling or college applica�ons; 95 percent of courses are counseling based. In the Montclair State University School Counselor program, students take classes such as Appraisal of the Individual, Counseling Techniques, Mul�cultural Counseling and Development, and Counseling Across the Lifespan just to name a few. School counselors are trained in short-term, solu�on-focused therapy but are equipped to assess if students need a higher level or care and can make recommenda�ons when necessary. Counselors knowledge about colleges and scheduling comes from internships and experience, college visits, collabora�on with other counselors, and discussions with college admissions. Just as teachers follow NJ SLC, counselors follow professional standards and competencies, created by the American School Counseling Associa�on. The first “mindset” in the standards states that counselors believe every student can learn, and every student can succeed. This year the school counseling team has focused our a�en�on on direct services to students through psychoeduca�onal push-ins, individual mee�ngs, and individual parent conferences. Any counselor will tell you that they pursued that career because they care about students; our direct services help us to address our students’ needs personally. In my own personal high school experience as a student, I had limited college or career guidance. I do remember, however, the course selec�on process every year. A counselor came to English class and distributed elec�ve sheets, allowing us approximately 10 minutes to make our choices. There was no room for discussion, no opportunity for confiden�al ques�ons about how the classes were related to my desired future, and certainly no room to talk about a school/life balance. We are proud that our scheduling process looks very different from my own experience as a student. This year, counselors are si�ng down for parent conferences with every student in grades 8 through 11, and it is during those mee�ngs that we can address ques�ons and the school/life balance.
School counselors are a vital component of an educa�onal team. They collaborate with students, parents, teacher, administrators and the community to help students reach success both academically and personally. All stakeholders in a child’s life play a role in guiding them to becoming produc�ve, well-adjusted adults, but counselors are specially trained to understand and address the various pressures that students face in our ever-changing world. Just like parents, we may not always give students the answer that they want to hear, but the goal is to always give them the tools they need to be successful a�er high school. Mass media has undoubtedly played a part in crea�ng the stereotype of an old school guidance counselor. Characters like Miss Pillsbury from Glee and Ms. Perky from 10 Things I Hate About You reinforce the idea that counselors sit in their office drinking coffee and crushing kids’ dreams of becoming professional athletes or doctors. Verona High School is proud of our diverse staff of school counselors who defy the stereotypes on a daily basis. Our counselors care as much about students’ health and well-being as their academic and post-secondary success. If you want to make your school counselor’s day, refer to them as a school counselor and watch their face light up. quote references: https://www.schoolcounselor.org/asca/media/asca/ Careers-Roles/WhyHighSchool.pdf, http://catalog.montclair.edu/ programs/counseling-school-counseling-ma/
verona public schools magazine | 49
Collaborating to Create Interdisciplinary Teaching & Learning Opportunities ˆ �
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congratulations class of
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