September 2014 - Middleborough Public Schools

OFFICE OF
PUPIL PERSONNEL SERVICES
Middleboro Public Schools
V O L U M E
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I S S U E
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S E P T E M B E R
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Hello Middleboro Public Schools!
In this Issue:
WELCOME!
Where Are YOU
Headed?
Perfect Attendance
Football Game
Promoting Daily
School
Attendance
4 Steps to Improve
Achievement of
Students with
Disabilities
New PDP
Requirements
What’s Happening
in PPS?
Variables
Associated with
high school completion & postsecondary success
The Kings & Queens
of Attendance
Family Poster
Project
Other Fun Ideas
UNDROPPABLE
Essay Contest
Upcoming Events
Mpnthly
Attendance
Challenge
College Dress Up
Day
Career Dress Up
Day
I want to take this opportunity to introduce myself and thank everyone in Middleboro
for the incredibly warm welcome I have received. It was immediately clear to me that
Middleboro is a wonderful community and the schools’ administration and the
educators are committed and the district is headed for GREATNESS!
I am coming to Middleboro via a seventeen year experience in the New Bedford
Public Schools. From a grants facilitator to the Assistant Superintendent for Special
Education & Student Services, I learned a great deal. It is my hope that I will bring
new ideas to Middleboro and assist in closing the achievement gap for students with
disabilities, create and expand high quality programs and instill a mindset of high
expectations for EVERY student.
As a Licensed Mental Health Counselor, I understand the importance of social and
emotional wellbeing for our students. Together, we will enhance the supports
necessary for many of our students to come to school ready to learn because they
feel safe and supported. This work is not easy because the behaviors that are often
associated with our highest risk students can impact learning for all students. My
team and I will support you and help you to build your ability and confidence to
ensure all of your students are reaching their greatest potential.
As you will see in my newsletters, daily school attendance will be a major focus! This
is because if our students are frequently absent (as little as 2 days per month), they
are at higher risk for falling behind their peers and not reaching academic proficiency.
I know it seems unnecessary that we must focus on attendance when the district’s
annual rate is 94.8%, but that means that 5% of our student population may be
chronically absent and at risk for dropping out of school. This year we must all focus
on improving daily attendance and keeping an eye on the students who may have
obstacles to attending regularly. I am asking that every administrator, teacher,
counselor, related service provider, ESP, custodian, etc. stress the importance of
coming to school EVERY DAY to every student and family they encounter. It will take
our collective efforts to make a difference!
I am looking forward to an exciting, fun, busy and productive year! Keep your eyes
open for information regarding upcoming special events, contests and challenges!
Thank you all again and please let me know how I can best support you and your
students!
Heather D. Larkin, Ed.D., LMHC
Where Are YOU Headed? The Decision is Yours!
Where Are YOU Headed? Is the district’s slogan
for programs which address school attendance,
student ownership of their learning, graduation, and
future planning.

Support our students in developing strong
attendance habits early and making
positive decisions throughout their educational
careers.
I designed this initiative while writing my dissertation
with the students of the Whaling City Alternative
High School in the New Bedford Public Schools in
2009. The initial goal of the campaign was to
educate students, parents and our community of the
tremendous importance of school attendance. The
students involved in this project believed very
strongly that today’s youth need positive messages
about the connections between attending school,
graduating, and increased opportunities for a better
life. These students urged educators to:

Set high expectations for daily attendance,
engage them, provide them with a
purpose, and help them to set goals.

Ask your students ‘where they are headed?’
and help them develop their plan to get there!

Remind them as they leave your class that we
expect and WANT them to be present each
and every day!

Begin the discussion about the importance of
daily attendance and their education from the
time they enter our school doors, and not stop
until they walk across the stage and receive their
diploma on graduation day.
Wear your
Orange & Black
To cheer on the
Sachems on
Homecoming Day!
Heather Larkin, Ed.D., LMHC
Director of Pupil Personnel Services
hlarkin@middleboro.k12.ma.us
Ext. 3588
Promoting Daily School Attendance
At the heart of education is daily
school attendance, a premise so
widely taken for granted that it is
rarely discussed. Except for here,
except for now!
In accordance with best practices
the Middleboro Public Schools is
spearheading a school attendance
and graduation initiative created by
Dr. Heather Larkin: Where are
YOU Headed? This initiative is
based on these fundamental idea:
students who attend school daily,
stay in school, graduate and set goals
are better equipped to have a successful future! This can be done by:

Engaging students

Engaging the community

Delivering consistent, positive
messages

Conducting an attendance
incentive campaign

Providing parent education &
support
Some believe that all students should
want to attend school; and others
believe that adolescents should
understand the value of a high school
education. Unfortunately, neither is
always the case. Beginning to
understand why students are not
attending school daily is part of this
initiative.
Studies have found and our experience
has shown there is a clear connection
between poor school attendance, lack
of academic achievement and
dropping out of school. Each day in
Middleboro there are students who
are frequently absent from our
classrooms and are at greater risk for
dropping out of school.
A number of studies have sought to
determine the causes of drop out
behavior, and have confirmed what we
already know, the factors are complex
and diverse. Educators in Middleboro
are well aware of the risk factors
some of our students face: poverty,
homelessness, mental health issues,
violence, court involvement, and low
educational expectations from home.
In many cases the school cannot
change these dire circumstances, but
we can provide positive messages,
supports and experiences that will
improve students’ level of
engagement in school.
Students who have positive
relationships with their teachers feel
motivated and supported. We’ve
learned that if at-risk students view
their teachers as caring, encouraging,
and responsive; they are less likely
to drop out of school.
Students tell us that they know
teachers care when they:

Greet kids by name as they
enter the classroom or pass
them in the hall;

Engage them in conversation;

Give them helpful reminders;

Provide caring direction and
correction;

Acknowledge improvement;

Encourage their attendance.
These small things can be very
meaningful to some students who
seldom receive such positive
messages from home or the streets.
Heather D. Larkin (2011)
We must take every opportunity to educate our students and parents of the importance of daily
school attendance. and the connection to future success. We must help instill an ownership of
learning in every student and the ability and desire to set , meet and exceed personal goals!
PAGE
4
4 Steps to Improve the Achievement of
Students with Disabilities
by John O’Connor
Step 1: Focus on Instruction
Decades of research has shown us that the school factor that has the greatest impact on student achievement is
classroom instruction. What happens between teachers and students in our classroom has the greatest impact on
how those students learn. This applies almost equally to students with and without disabilities. In fact, it is even more
important for our students with disabilities.
By definition, our students with disabilities are overcoming obstacles that impact their school performance. In addition,
they often have gaps in their learning. Therefore, their instruction has less room for error. In order to catch them
up to their non-disabled peers, we have to help students with disabilities overcome their obstacles and actually
learn more in a year than their non-disabled peers. We have to fill instructional gaps while also teaching gradelevel standards. Therefore, in one school year, our students have to learn more than their non-disabled peers who
enter the school year on grade level.
What type of instruction should we see for our students with disabilities? They need GREAT instruction that is:





Guided by the performance standards Rigorous with research-based strategies Engaging and exciting Assessed continuously to guide instruction, and
Tailored through flexible groups
Because of the many complexities of special education compliance, there is a constant pull for special education
programs to shift their focus from improving instruction to focusing almost exclusively on compliance activities. As
school leaders, we have to ensure that school personnel complete compliance activities while maintaining an
unrelenting persistence to improve and implement GREAT instruction.
Step 2. Focus on All Classrooms
If we are going to focus on improving the instruction that is provided for students with disabilities, what classrooms
should we focus on? We should focus on every classroom in the school. Across the country, more than half of all
students with disabilities spend at least 80 percent of their school day in general education classes. Because of this
type of inclusion for students with disabilities, there are students with disabilities in practically every classroom in
public schools. In fact, it is somewhat difficult to find a general education class in which at least one of the students
does not receive special-education services. If we are going to improve the performance of students with
disabilities, then we have to influence all teachers in every classroom.
Step 3. Develop Broad Ownership
If we are going to improve the instruction that is provided in all classrooms for students with disabilities, then we must
start with a broad base of leaders. Fifteen years ago, we would try to improve the instruction provided to students with
disabilities by providing professional development activities exclusively to special-education personnel. That approach
is simply inefficient.
If we are going to improve the instruction in all classrooms in the school for students with disabilities, we must unify all
leaders in the building to “make it happen.” The principal plays the most important role for a school as he/she sets the
clear tone and expectations. He/she must stand in front of the staff and clearly communicate that there will be high
expectations for students with disabilities and effective instruction to help students meet those expectations.
Step 4. Spread the Benefits of GREAT Instruction
Some individuals may question the viability of spending so much effort on improving the instruction for students with
disabilities when they make up a relatively small portion of their school’s population. The improved instructional strategies, if implemented well, will actually impact the performance of students who do not have disabilities.
All teachers realize that they have many students without disability labels who function almost identically to their disabled
peers. Because of the complexities of the disability identification process, some students barely miss qualifying under a
disability category, but still need intensive instruction. These students and many others will benefit when GREAT
instruction is implemented in every class. Students who have traditionally underachieved but do not qualify under special
education provisions will demonstrate higher achievement. By implementing these four steps, you will see an increase in
the performance of students with disabilities and other students who struggle in school.
John O’Connor is the executive director for special services with the DeKalb County School System in Atlanta, Ga. His
book Students with Disabilities Can Meet Accountability Standards: A Roadmap for School Leaders provides a road map
for radically improving the achievement of students with disabilities.
Provisions applicable to educator
licenses renewed on or after
July 1, 2016:
(1)
Professional development activities shall be
identified by the educator and supervisor during
the development of, and review of, the Individual
Professional Development Plan in order to better
support student achievement. Individual
professional development plans must include at
least 150 PDPs including:
Professional Development
November 4th
Nichols Middle School
Understanding
Disabilities
Beyond the Label
(a) At least 15 PDPs related to SEI or English as a
Second Language.
(b) At least 15 PDPs related to training in
strategies for effective schooling for students with
disabilities and instruction of students with diverse
learning styles.
(c) At least 90 PDPs in the content area of the
license or in pedagogy, with no less than 60 PDPs in
or related to the content area of the educator's
Dr. Deborah Harris
primary license.
Learn more about…
For students identified with a
disability on the autism
spectrum, the IEP Team MUST
consider and specifically
address the skills and
proficiencies needed to avoid
and respond to bullying,
harassment or teasing.
 Understanding the brain in relation to disabilities
and learning
 Instructional Strategies vs. Accommodations
 Integrating strategies in the context of
general education classroom
 How teachers can ensure learners interpret,
understand, remember and communicate what
they have learned
What is Happening in PPS?
In each newsletter you will read about
exciting programs, student highlights
and special stories happening in the
Middleboro Public Schools. Our SPED
Facilitators will provide you with
helpful tips, professional development
opportunities and much more!
We feel it is very importance to
communicate and share information
across the district so all staff are
knowledgeable about the services and
programs we offer. Please let us know
if there is a special topic you would like
covered AND if you would like your
program, class or a specific student
highlighted.
Melissa Deutschmann
Early Childhood-774-766-6491
Jennifer CastanhinhaElementary-Ext. 4312
Kim Redlon- ASD & Special
Programs– Ext. 3549
Carolyn Lyons-Secondary-Ext.3577
Variables Affec ng High School Comple on and Post‐Secondary Achievement by
School Level—Hanover Research– June 2014 Level
Indicators, Predictors and Other Factors
Elementary
Reading by the third grade, Absenteeism, Teacher ra ngs of a en on span and classroom par cipa on, Social skills, Social competence Absenteeism, Remaining at the same school, Few Behavior infrac ons in grade 6, Passing ELA and mathema cs courses and mee ng benchmarks on state exams, Passing Algebra I in grade 8 Absenteeism, No more than one failure in 9th grade, GPA over 3.0, Passing scores on AP exams, Dual enrollment, Passing state exams, FAFSA comple on, Benchmarks on college preparatory exams, Par cipa on in college readiness programs, Few school transfers Middle
High School
The Kings & Queens of Attendance!
I will be visiting the
classrooms with the highest
overall attendance for the
month of November to
crown the teacher and each
student. Every student will
decorate their own crown
with special jewels I will bring
with me and we will march
through the school in our
royal attire proclaiming our
victory of greatness in being
named the Kings and Queens
of Attendance at the MEC,
HBB and MKG schools.
Look for announcements of
this prestigious contest
coming to your school soon!
Who knows who will be part
of the fun ….
WHERE ARE YOU HEADED?
FAMILY POSTER PROJECT
Research shows that when parents and
guardians have high expectations for their
children to attend school, graduate and
attend college, students perform better in
school. We must maintain these
expectations and never lose an
opportunity to motivate Middleboro’s youth
to reach for the stars!
Let’s engage our families to engage in a
meaningful dialog with their children about
the importance of attending school and
knowing “Where they are Headed” in the
future by sponsoring a family poster project.
Do a classroom Door Decorating Project to show everyone Where Their Class is
Headed?

Decorate bulletin boards with student quotes about “Where
they are Headed!”

Graph your classroom’s attendance each week and develop
math
problems associated with the data

Develop warm-up writing exercises that help your students
think about their future and set personal goals for themselves for
the years… 5 years ...for college … and beyond…


Hold a College & Career Fair—Have your students research the career of their choice
and determine what colleges/universities have that major and what they need to do to
reach that goal!
UNDROPPABLE ESSAY CONTEST COMING SOON!
What does it mean to be
“Undroppable”?
high school diploma is only the
beginning to a successful life.
Visit www.undroppable.com
and view videos of high school
students from across the
country who are overcoming
incredible odds to graduate
from high school. Why?
Because they understand that a
Do your students have a
compelling personal story to
tell? If so, have them start
planning their essay so they can
convince the judges they are
truly UNDROPPABLE!
Students will be asked to
identify a MHS staff person to
support them in this upcoming
essay contest. The staff will
assist them in making sure they
have created a compelling and
well written essay because it
may be highlighted in an upcoming issue, the local
newspaper or on the
Undroppable website.
I would love to hear what you are doing in your
classrooms and schools to help Improve attendance and
improve educational outcomes for at-risk students and
students with disabilities. Please invite me to events,
send me pictures, student quotes and work samples.
What would you like to see or read about in
the next issue? Let me know!
Dr. Heather Larkin
hlarkin@middleboro.k12.ma.us
Upcoming Events
SPED Parent Advisory Council meeting dates will be announced
soon!
 9/26– Elementary Career Dress-Up Day
 10/10– Kings & Queens of Attendance Day @ HBB (9:30)
 10/11– Perfect Attendance Football Game
 11/25– College Gear Dress-Up Day
 11/5– Kings & Queens of Attendance @ MECC (9:30)
 11/7– Kings & Queen of Attendance @ MKG (9:30)
“If we teach today as we taught yesterday, we
rob our children of tomorrow.”
John Dewey
Monthly Attendance
Challenge
Each month a traveling banner will be proudly displayed in the
elementary school, middle school cluster and high school grade
with the highest attendance percentage. What schools and
clusters will be September’s Winners???