Where did the H.A. Graduates of 2015 go to High School? Where

Volume 31, Edition 1
Educating the Whole Child
November 2015
Where did the H.A. Graduates of 2015 go to High School?
Alexia Assaf - Windham High School
Victoria Bosse - Pinkerton Academy
Dominic Calandra - Bishop Guertin
Nicole Capozzi - Pingree School
Colette Combs - Pingree School
Isabella Combs - Landmark School
Charlie Fenn-Smith - Pingree School
Elizabeth Field - Exeter High School
Alexander Fitzgerald - Berwick Academy
Rhys Forster - Exeter High School
Audrey Hill - Pinkerton Academy
Elias Larsen - Pingree School
Ian Lindberg - Bishop Brady
Sierra Mielens - Pinkerton Academy
Michael Mirabito - The Clark School
Scott Onello - St. Johns Prep
Tate Osborne - Berwick Academy
Hailey Robbins - Londonderry High School
Anna Sandt - Pingree School
Eleanor Sandt - Pingree School
Michael Shepherd - Pinkerton Academy
Carter Smith - Frankfurt International School, Germany
*Class of 2015 also received acceptances to Phillips Exeter, Concord Academy, Governor’s Academy, Dana Hall and St. Thomas*
Where did the H.A. Graduates of 2011 go after High School?
Andrew Calandra - Virginia Tech
Micaela Capozzo - Gannon University
Alexandra Cave - University of Maryland
Nick Conner - Northeastern
Ben Esakof - Emerson
Hannah Farnsworth - Northeastern
Erin Glynn - Elon University
Rachel Gundersen- Salve Regina
Lily Hayes - Tufts
Lauren Iannazzi - UNH Manchester
Rachael Mars - Colby Sawyer
Sophia Ouellette - NY Institute of Art and Design
Cole Patton - University of Connecticut
Stephanie Ploof - American University
James Quinn - Tufts
Austin Smith - Clark University
Brendan Smith - The Catholic University of America
Steph Storey - Emmanuel College
Jimmy Tokanel - UNH
Conrad Tyler - Pitzer College
Hampstead Academy Newsletter
Mathematics at Hampstead Academy (Written by Jodie Leen)
“Students learn mathematics well only when they construct their own mathematical understanding.”
(New Hampshire Mathematics Curriculum Framework)
This view of learning is the foundation upon which math is taught at Hampstead Academy. When students learn mathematics by
doing math, and by exploring and discussing concepts, what results are skills that are solidly based in understanding and are clear in
the students’ minds. The students not only know the basic procedures, but also can apply them to new situations.
Our curriculum provides a supportive framework for systematic yet flexible instruction students need to develop their mathematical
understanding and master basic skills. This sense-making process not only builds the foundation for further mathematical learning,
but also it provides the foundation for being a lifelong mathematician.
Students are active individuals. Therefore, the learning of mathematics should be an active process. Communication is an essential
part of our mathematics program. As individuals or pairs of students work through a problem, they evaluate and adjust their
thinking. This allows students to make new connections or to discover an important next step. Learning a concept in this way takes
time, but ultimately the concept is truly understood and to a deeper degree.
Hampstead Academy regularly reviews the math curriculum to not only ensure a strong math program is in place, but also to
confirm there is congruence between our mission and the composition and aspirations of the school. Over the last few years several
types of reviews were conducted. Through these, our goal is to reflect on what we do and make adjustments, if needed, in order to
continue to provide a strong math program that meets the needs of all our students.
In the spring of 2012, Hampstead Academy began a two-year reaccreditation process with NEASC (New England Association of
Schools and Colleges), the purpose of which is school improvement and quality assurance reached by completing a three-phase
process. First, faculty and staff completed a two-year self-study and reflection process and submitted the report to the visiting
committee, composed of teaching peers from other member schools. Next, this visiting committee validated the self-study, making
commendations and recommendations. To assure the School is committed to ongoing improvement, a two-year follow-up report is
required, which Hampstead Academy is currently in the midst of writing.
One of the most crucial components of the evaluation is assessing the School’s overall education program, as outlined in Standard 4
below.
Standard 4: The school provides a comprehensive program of intellectual, aesthetic, and physical activities that
is appropriate to support the school’s mission and core values, and is consistent with the needs of the range of
students admitted. Program planning is informed by relevant research regarding how students learn and the
knowledge and capacities they will need to lead purposeful and constructive lives.
For this standard, the NEASC visiting committee provided us with the following commendations
regarding our educational program:
1. The visiting committee commends Hampstead Academy for the robust and intricate
program that spans the grades in traditional curriculum areas as well as the co-curriculum
realm.
2. The visiting committee commends Hampstead Academy’s endorsement of its faculty as one
of its greatest assets. Their…professionalism, commitment and dedication…provides for a
dynamic, students centered program. Additionally, the visiting committee strengthens this
commendation by highlighting the teachers’ use of innovative, integrated, project-based, and
forward thinking programs.
We were pleased to receive this evaluation, as it is exactly what we strive for based on our mission statement regarding
excellence in educating students.
In addition to this NEASC evaluation, more recently during the 2014-2015 school year, Hampstead Academy completed a
self-initiated, more focused Math Curriculum Review process. A math committee was formed with teachers from grades Pre-K
through Grade 8.
Throughout the year, the committee reviewed the scope and sequence of the math program considering both the vertical and
horizontal succession of concepts introduced. In addition to this internal committee review, Doug Wilcock, former teacher and
Chair of the Math Department at Cape Cod Academy, acted as a consultant to the Math Curriculum Review process. He spent
several months communicating with teachers and coordinators and looking over the scope and sequence of our math program along
with the materials we use. He also spent a full day at the school, which gave him an opportunity to watch the interaction between
students and teachers first hand and ask questions to help clarify his understanding of our Math Curriculum.
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Hampstead Academy Newsletter
REPORT BY MR. DOUG WILCOCK
Based upon his observations and conversations, Mr. Wilcock wrote a report,
which included commendations and recommendations for our math program.
COMMENDATIONS
The curriculum is coherent, well defined, and well thought out. There is a natural progression of topics that is consistent with how
children learn and what math topics they are capable of learning at any given age. I see an appropriately significant emphasis on
numbers and operations, computation, and fractions from pre-K up through grade 5, with elements of geometry, probability, and
data analysis mixed in. In later years (Upper School - 6, 7, 8) I see an increasing emphasis on algebra and what constitutes a
mostly comprehensive geometry course. The topics taught are age appropriate, there is a nice mix of topics, and the forms in
which they are taught are varied and interesting to the students.
Testing results are strong and test results suggest that what is being taught is consistent with the curriculum. I see a causal chain.
The curriculum is well defined. Teachers are implementing this curriculum effectively in the classroom. Testing shows that
students have learned well. Consistent with the idea that the testing results validate how well students are learning, the
Otis-Lennon predictors of student achievement are for 2014 below actual achievement levels, an indicator of strong teaching. I
would say that you have reason to be proud of what you teach and how students are learning.
Pre-K, K, and Grade 1 form the foundation on which all is built. All topics are new there and form the structural base on which
students will put the more sophisticated mathematical scaffolding. What I saw as I visited these three classrooms was the
excitement and the engagement of the students, the variety of learning tasks in which they were engaged, the subtle ways in which
math was introduced, and the individual attention that was focused on each child. Although my comments further on will be
directed at the grades after these three I did want to comment on what a great atmosphere I saw in each of those classes. I have to
say that I loved watching the pre-K students putting together a jigsaw puzzle on the floor, rotating, reflecting, and translating the
shapes until they fit, without ever saying rotate, reflect, or translate. I loved seeing the kindergarteners estimating area and then
placing and counting the "cube" area (for the record, this clarified a question I had about calculating non-standard area). I loved
watching one group of the first graders rolling dice to place cubes on the hundreds board while the other group made long paper
strips counting numbers, learning place value, and constructing chains of 10 cubes. All three classes were very much "on task"; it
was a pleasure to observe.
Students in all classes, across all grades, were engaged, active, enthusiastic, polite, and friendly. I felt welcomed when I visited
any classroom and was very impressed with how thoughtful student responses were when I asked them questions. I have to note
that in Grade 3, after the lesson was finished, the teacher asked the students to sit around in a square and answer my questions. I
thought that this was a wonderful example of "communicates using appropriate mathematical language." Bravo, Grade 3!
As was mentioned in the meeting after school, students work with students in other grades, whether instructing them or collecting
data. I find this very commendable as it not only affords the opportunity for students to explain their understanding of
mathematics but it also builds bonds across grades, making for a more cohesive school.
I find the use of student projects commendable.. Not only do these projects, when properly designed, reinforce concepts that the
students have learned, they afford the opportunity for students to put their "thumb print" on the work so that the project belongs to
her or him. I will have more to say about that in the recommendation section.
The focus of math teaching throughout the grades is on
the individual student and what is best for his or her
success in math. I like the way that students are broken
out to work at an appropriate pace. In the one day of my
visit I saw students broken out into groups in grades 1
and 3, and students taking different math classes in
grades 4 through 8. I know that this might seem that I
have slighted grade 2 but they were working on a group
project for the short time I was there. Even there they
were divided into sub-groups for the activity.
As a final commendation I want to commend you, the
teachers, for your enthusiasm, openness, and dedication.
Whether talking with you individually or in a group I
was impressed with the thoughtfulness with which you
responded to questions and with what I took to be a
sincere desire to make the math program at HA as strong
as it can be.
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Hampstead Academy Newsletter
REPORT BY MR. DOUG WILCOCK... Continued
RECOMMENDATIONS
For students whose math skills are weaker I think that it is very important to recognize what will be most beneficial to them. I
think it is commendable the way the students are moved to the most appropriate math class, but I would also ask that you question
yourselves as to whether the student is given the appropriate amount of practice, topic revisiting, and reinforcement to feel
confident to say, "Yes, I've got it." I taught both AB and BC Calculus and one of the distinguishing features between the two
groups was in basic computational competence. Often the weaker students understood the concept perfectly, but made basic
computational mistakes.
In light of the above comment, I do see some issues with computation in Grade 6. This may be illusory, or an issue of small
sample size. However, there is some drop-off in computational skills from test scores in grades 4 and 5. I see that there is some
recovery in 7 & 8. There is a significant amount of new material introduced in 6 and developed in 7. The material is conceptual in
nature, and as a result there might be less teaching focus on computational competence. I recognize that this is muddied somewhat
by having students working on curriculum outside their grade level, but I would recommend a close look at whether some of the
topics introduced at grade 6 might be introduced earlier or later, giving time for refreshing computational skills. As I make further
comments about projects, that may be one avenue to address this issue and refresh student learning in an interesting context.
In the area of computational competence I would recommend something like KenKen, copies of which I will send along. I think
KenKens, invented by a Japanese math teacher for his students, are beneficial reinforcers of arithmetic skills, and they are just plain
fun to do. Once students catch on to KenKen I would recommend extending the concept to having older students construct
KenKens for younger students. One rather sophisticated concept that constructors learn about is uniqueness, whether a constructed
KenKen has only one solution or not.
I liked what you as a group had to say about projects so my recommendation in this area will be to consider longer projects and
how those projects could be done to integrate curriculum strands, reinforce skills learned earlier, and integrate with other
non-mathematics subject areas. (Examples given in full report.) I mention projects because I feel that they are consistent with the
"introduction- development- application" philosophy that is expressed in scope and sequence. I see these projects falling nicely
into the application area. I think that introducing more projects in the early grades with a level and duration appropriate to younger
students would build a structure for more ambitious projects in the later grades. I feel that projects are very empowering because
students have ownership of what they do. It also builds a bond between classes. I always enjoyed it when seniors would walk into
a class of 7th graders and comment on when they had done the same project.
I would recommend looking closely at what is used for texts. I note that there are three basic series used (TERC up to grade 2,
H-M for 3-5, and Holt-McD-L (Larson)) and that there may be discontinuity because of that. My assessments at this point is that
the curriculum and Scope & Sequence show good continuity and that this is probably not an issue, but as you look at any changes,
keep this in mind. At the faculty meeting I was asked for any recommendations about texts. Perhaps the best approach to any
possible changes in textbooks would be to talk with teachers at other schools who use the textbook you are interested in to get their
reactions and to get a sample text to try a unit. The focus of my teaching was 9-12 so I would not feel competent to recommend a
particular text.
Additionally, Mr. Wilcock provided us with some lesson-specific suggestions for teaching particular concepts (including geometry,
fractions, estimating, and data analysis) that were passed on to the faculty. Also accompanying these commendations and
recommendations, Doug Wilcock also provided this note, which we wanted to share with the school community, as it
contextualizes the comments made above:
“I know that as you look at this report, it appears that the recommendations outweigh the
commendations. Please keep in mind that I went into some detail on many of the recommendations
just so you would have an idea of what I meant. Also, the commendations were reflections of what
you were doing well and I only needed to acknowledge that. I will say that I was very impressed with
what I saw, as I hope this report has made clear. There is a strong math team in place, students are
being well taught, and they are happy learners. If no changes are made to the math program you
should be very confident that there is a strong math program in place. I hope that it has been helpful
to have an outside set of eyes take an in-depth look at what you are doing. Again, my thanks to all of
you for answering the questions I had and for being such gracious hosts and hostesses when I visited.
My best wishes to all of you.” - Doug Wilcock
We truly appreciated his contributions and plan to take his input and suggestions into account as we continue to strengthen our
math program.
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Hampstead Academy Newsletter
Math ‐ Last Three Testing Periods Spring 2010, 2012, 2014
100
PROBLEM SOLVING
TOTAL MATH
PROCEDURES
90
80
70
Percentile
60
National Average 50%
50
40
30
20
10
0
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
2010
87
89
84
86
91
86
92
88
90
93
86
81
74
76
85
2012
86
88
86
87
86
86
91
89
89
90
87
80
77
78
75
2014
86
91
84
90
89
83
91
89
94
91
85
85
71
79
82
A third part of the review process was surveying students (Grades 5-8), current parents, and student alumni with regards to the
math program. In late spring of 2015, surveys were collected and reviewed over the summer. When analyzing surveys, it is
important to recognize all feedback, but in particular perceptions or themes that become apparent, which are summarized below.
STUDENT SURVEYS
Sixty-one students in Grades 5-8 completed the survey. Overall results are listed below.
26% of students chose math (out of nine subjects listed) as their favorite subject
51% stated “always” raise their hand to ask question while 36% stated “sometimes”
89% of students “agree” or “strongly agree” that they are confident in their math skills
47% stated they “always” come prepared to class, 51% “most of the time” and 2% “sometimes”
46% stated they “always” come to class with homework completed and 51% stated “most of the time”
48% of students stated they “almost always” show their work, 37% chose “usually” and 12% chose “sometimes”
10% of students stated they are involved in math enrichment outside of school
19% of students are tutored outside of school
Below are all the comments made by students on the surveys:

 I wish we could play more math games
 I don’t think I learned very much, should be more 

hands-on

 Math is great

 More homework

 More fun learning math websites
 Sometimes the teacher explains too fast.
I love that this class is so hands-on.
I don’t like math at all.
Good
All in the good
I love that this class is hands-on and love Mrs. K.
Mrs. Carroll is one of the best math teachers I have ever had.
Based on the wide range of differing responses, we feel student comments reflect the need for class-specific changes to curriculum
versus school-wide curriculum changes. These comments were communicated to the appropriate faculty for consideration.
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Hampstead Academy Newsletter
Alumni Survey
From the 18 alumni who responded to our survey, definite themes became
clear. One theme is that, overall, students felt prepared for high school
mathematics in computational skills and problem-solving skills compared
to other students at their current school. However, most did suggest to
definitely increasing the amount of homework given to better prepare
students for the increased workload in high school. This repeated
suggestion is being taken into account as the curriculum for this year is
being implemented.
Students felt the SSAT Prep classes conducted during Activity Period were not helpful. Upon reflection, faculty determined that
using this time, which is traditionally meant for hands-on activity chosen by interest, to prepare students for standardized testing
was not the optimal format in which to do so. Thus, a decision was made to incorporate SSAT prep into Enrichment class time
next year, to address this concern.
Parent Surveys
A total of 41 parents responded to our survey (10 from Grades K-2, 13 from Grades 3-5, and 18 from Grades 6-8). When asked
to describe their attitude toward math as a child, 60% of K-2 parents, 69% of 3-5 parents and 36% of 6-8 parents chose positive
as an answer. Parents overwhelmingly agree that math is extremely important in today’s world. Additionally a high percentage
of parents responded that their child shares what they are learning in math (100%, 84% and 64% respectively). Parents agreed
students have access to resources and technology at school that facilitates their learning (100%, 84%,100% “agree”/“strongly
agree” respectively).
A recurring request from parents at all levels was to clarify how math is taught at Hampstead Academy, specifically techniques,
methods used, and topics covered. Several inquiries were made as to how we address the needs of both advanced students and
those who need more time to develop concepts introduced.
SUMMARY: Currently, the school provides both written materials and presentations for the parents to understand and
experience how we teach math. Grades Pre K-8 provide a curriculum overview at Open House in the fall. More specifically,
Grades K-2 hand out a packet and Grades 3-5 hand out a brochure outlining the overall curriculum, which includes information
on the math program. Grades 6-8 provide a math-specific brochure at Open House. This information is also available
throughout the year upon request. Additionally, similar information can be found under each grade level’s curriculum summary
on our school website. Grades K-2 also provide updates on mathematics in their monthly classroom newsletters, and Grades 3-5
have a more detailed description in their math curriculum booklet that has been on display during Open House and is also
available on the school website. Presentations that address the math curriculum include workshops for parents given by teachers
from Grades K-5 as well as student-led activities during various math nights organized by Grades 1-5.
We balance the varying needs of students in our classrooms in several ways. In general, because of the low teacher-child ratio
in our classes, teachers can often work one-on-one with students who are either ready for more or need additional time on the
current topic. For the former, this includes providing them with extension activities to further challenge them beyond the
current curriculum, and for the latter, this includes providing them with alternative approaches or methods to understanding the
concept being taught. Essentially, regardless of the grade level he or she is currently in, each child will be taught mathematics to
the grade level of which the faculty deems appropriate, which more formally begins in Grade 4. We determine this primarily
based on their academic ability as defined by excellence in daily work, ability to manage a faster learning pace, and scores on
both classroom and standardized achievement tests. Secondly, but no less importantly, the student’s motivation to progress to
the next level and their commitment to the additional responsibility of accelerating also plays into determining the level of
mathematics that is taught to a student. We also value parent input on this subject as we highly value working together to ensure
that a child is attaining their full potential.
While, as outlined above, we feel that we do provide a variety of information and opportunities for parent interaction regarding
the math curriculum, we recognize based on the survey responses that the School needs to further emphasize the
communication of these resources that are available. This report itself is attempting to address this need and additional efforts
will also be made in the future to bring the faculty and parents closer together regarding an understanding of Hampstead
Academy’s math curriculum.
The NEASC Visiting Committee Report, the review by Doug Wilcock, and the work completed by the Math Committee,
indicate our math program is solidly based on up-to-date teaching practices, endeavors to meet the needs of all students, and
provides a supportive framework for systematic yet flexible instruction needed to develop mathematical understanding. Even
so, the candid feedback from students, parents, and alumni is very much appreciated and has been considered carefully.
Thoughtful and constructive responses help us to continue to strengthen our math program as well as our communication and
understanding of how well we are reaching our goals and meeting our mission. - Jodie Leen
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Hampstead Academy Newsletter
Hampstead Academy Spring 2014
SAT‐10 Results Grades 3‐8
100%
88%
90%
88%
87%
86%
90%
86%
86%
80%
70%
60%
50%
50%
50%
50%
50%
50%
50%
50%
40%
CADEMY
PSTEAD A
M
A
H
T
A
TS TESTED
ER SUBJEC
H
T
O
O
T
D
PARE
TING COM
MATH TES
30%
20%
10%
0%
Total Math
Total Reading
Total Language
Science
National Average
Social Sciences
Thinking Skills
Total Battery
Hampstead Academy Average
HAMPSTEAD ACADEMY’S Grades 3-8 SAT 10 Scores Spring 2014
We are extremely proud of Hampstead Academy’s standardized test results.
The Stanford Achievement Test (SAT 10) is a nationally normed test.
Therefore, the score of an “Average” child in the United States is 50%.
Below is the average, per subject area, of our students who took the test.
There were NO students left out of the testing data.
How to read the chart below
The score of 91 in “Total Math” for 3rd grade means that the “Average” score of our students was the same
or better than 91% of those taking the test nationally. A “Grade Equivalence” of 8.1 as shown on the table
below, means that it would take the “Average” 8th grader in the 1st month of 8th grade to do as well as our
3rd graders did on the testing. We are very impressed! PHS means Post High School
SAT 10
SCORES
Total
Reading
Total
Math
Language
Science
Social
Science
Listening
Thinking
Skills
Total
Battery
Grade
Equivalence
Grade 3
88
91
89
90
88
88
91
87
8.1
Grade 4
77
86
84
83
83
85
88
80
7.3
Grade 5
86
91
85
84
85
87
90
85
10.2
Grade 6
87
84
79
87
87
87
87
86
11.9
Grade 7
88
90
88
83
81
87
90
86
12.0
Grade 8
93
89
89
84
89
89
91
88
PHS
OLSAT
TESTING
The Average HA Verbal OLSAT Abilities testing was 86%,
the average HA student’s Total Reading was 88% (2% Points higher than predicted)
Otis Lennon
School Ability
Testing
The Average HA Non-Verbal OLSAT Abilities testing was 81%,
the average HA student’s Total Math was 88% (7% Points higher than predicted)
7
Hampstead Academy Newsletter
FROM THE
LEADERSHIP TEAM
8
Hampstead Academy Newsletter
CHILDREN’S MIRACLE NETWORK DONATIONS
PROJECT OCEANOLOGY CHAPERONES
SENRAJ SOUNDAR AND PAUL ANTOSH FOR COACHING LEGO
PLAY 4 THE CURE DONATIONS
HONORARY STAFF MEMBERS APRIL SALU, JACKIE DELUCCA AND PETER VAILLANCOURT
MELANY WHITE
BLAISE COCO
SHERENE LAGUE
CHAPERONES FOR
FALL FESTIVAL VOLUNTEERS
GEORGE KUTZELMAN FOR THE GRADE 4 ISLAND PROJECT
HAMPSTEAD ACADEMY PARENTS FOR YOUR SUPPORT
iROBOT CHAPERONES
CATHY LAMY
FIELD TRIP
PTO PURCHASES OF WISH LIST ITEMS
HAMPSTEAD ACADEMY STAFF FOR YOUR OUTSTANDING DEDICATION
AMANDA LAWRENCE
PTO STAFF BREAKFAST
BOOK FAIR VOLUNTEERS
PALS MEMBERS
BRAD REED
STEVE DIONNE
H.A. BOARD MEMBERS
HAMPSTEAD ACADEMY STUDENTS FOR YOUR HARD WORK
MARC CHABOT
DONATIONS FOR THE HALLOWEEN CARNIVAL
DESTINATION IMAGINATION COACHES
EVERYONE WHO CREATED ORNAMENTS
FOR THE HOLIDAY TREE
CAMP LINCOLN CHAPERONES
MICROWAVE DONATION
STUDENT COUNCIL
PARLEES FARMS
PTO UNO’S FUNDRAISER PARTICIPANTS
EINAT IRELANDER
ICE CREAM SOCIAL
VOLUNTEERS
MARKETING AND PHOTOGRAPHY VOLUNTEERS
MYSTIC SEAPORT CHAPERONES
MAKERSPACE DONORS
THANK YOU TO
JACKIE DELUCCA
FOR ORGANIZING
13X PARALYMPIC MEDALIST
AND FOUNDER OF
“ONE REVOLUTION”,
CHRIS WADDELL’S VISIT TO
HAMPSTEAD ACADEMY
9
Hampstead Academy Newsletter
MATH COMPETITIONS/HONORS
OVER THE LAST FIVE YEARS
CONGRATULATIONS TO
MRS. CRONIN’S SECOND
GRADE CLASS FOR PLACING
FIRST IN THE SUMDOG’S
MATH COMPETITION IN
ROCKINGHAM COUNTY FOR
THE SECOND YEAR IN A ROW
NH STEM EXCELLENCE IN TEACHING AWARD 2015
Math Teacher Cecelia Carroll Wins State STEM Excellence in Teaching Award
PHIL MICKELSON TEACHERS ACADEMY
HA Teachers Chosen Three Years in a Row!
Cecelia Carroll, Suzi Falcone, and this year….Caroline Kepka (see below),
were chosen for the Phil Mickelson Teachers Academy for Math and Science.
This is an amazing, all-expense honor given to teachers for their excellence in teaching math and science.
UPPER SCHOOL TEACHER, CAROLINE KEPKA
CHOSEN FOR 2015 PHIL MICKELSON
EXXON MOBIL TEACHERS ACADEMY
MATH LEAGUE (Grades 6-8)
11 Top Three Teams in NH
7 Top Three Individuals in NH
Each year, thousands of teachers from around the country
apply for a chance to be chosen to attend the “all expenses
paid” Mickelson Exxon Mobil Teachers Academy held each
summer at the Liberty Science Center in Jersey City, NJ. The
academy is set up to provide teachers tools to enhance
curricula, network with other educators, and discover
innovative ways to teach math and science to students.
MATHCOUNTS (Grades 6-8)
Regional Top Five Team 3 years
Regional Top Ten Team 2 years
AMC-8 MATH CONTEST (Competed 2015 Only)
Caroline states, “The mathematical concepts that we focused
Two Gold Awards, Two Silver Awards,
on were data collection and statistics, measurement,
One Bronze Award, and One Merit Achievement Award graphing on a coordinate plane, linear growth, estimation,
MATHLEAGUE.ORG (Competed 2015 Only)
Second Place Individual - State Award
ROCKINGHAM COUNTY SUMDOG
(Competed Fall of 2014 and 2015 Only)
Two Years in a Row - First Place - Grade Two
STOCK MARKET GAME (Grades 5-8)
An AMAZING Twenty-One
First or Second Place State Awards!
Hampstead Academy has First Place Banners for every
year since we entered the competition in 2007.
10
force and motion. We built expertise in facilitating
student learning through problem solving and inquiry,
demonstrated the interconnections between mathematics and
science that support and enhance student learning, providing
an understanding of how children learn and how to translate
that knowledge to classroom instruction, increase knowledge
and use of instructional resources to support student learning
and encourage school teams to network with other
professionals in mathematics and science education.
It was an amazing opportunity that I will be able to pull
endless years of curriculum enhancement to share with my
colleagues. The conference authenticated our educational
methods here at Hampstead Academy.”
Hampstead Academy Newsletter
SUMMER AT SPACE CAMP
Over the summer, thirteen Hampstead Academy students attended SPACE CAMP® at the U.S. Space and Rocket Center in
Huntsville, Alabama. The weeklong educational program promotes science, technology, engineering and math (STEM), while
training students and adults with hands-on activities and missions based on teamwork, leadership and decision-making. The trip
was organized by HA staff member, Cecelia Carroll, who last summer attended the Space Camp for Educators Program through
a grant from Honeywell.
The Space Camp programs are designed for students who have a particular interest in science and aerospace. Trainees spent the
week with a team that flew a simulated Space Shuttle mission to the International Space Station (ISS). Once aboard the ISS, the
crew participated in experiments and successfully completed an extra-vehicular activity (EVA), or space walk. The crew
returned to Earth in time to hear retired Space Shuttle astronaut Dr. Don Thomas speak at their graduation.
CONGRATULATIONS LEGO TEAM
PROJECT AWARD - ON TO STATES!
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Hampstead Academy Newsletter
FIELD TRIPS
iROBOT, PARLEE FARMS, CAMP LINCOLN, GREAT BAY DISCOVERY CTR.
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Hampstead Academy Newsletter
OVERNIGHT TRIPS: GRADE 5 TO MYSTIC SEAPORT
AND GRADES 6-8 TO PROJECT OCEANOLOGY
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Hampstead Academy Newsletter
STRANDBEEST
Hampstead Academy educators, Chris DiMicelli, Rose Iannazzi, and Pete Demeritt, participated as 1 of 8 elite teams in the Peabody
Essex Museum's recent Strandbeest Hackathon. They worked directly with world-renowned artist, Theo Jansen (http://
www.strandbeest.com/ ). Theo Jansen is a Dutch artist who, in 1990, began what he is known for today: building large mechanisms
out of PVC that are able to move on their own, known only as Strandbeest.
DOVER MAKERFAIRE
ENJOYING THE
MAKERSPACE
Thank you for all the generous donations!
Hampstead Academy’s LEGO League Team gave a
presentation at the Dover mini Makerfaire this fall.
“WAR OF THE WORLDS”
In Language Arts, grade eight students are working hard
on an assignment for the novel, “War of the Worlds” by
H.G.Wells, which they are currently reading. Students
are grouped and assigned a task. They vary from
illustrating a novel scene encompassing main idea and
supporting details to researching the elements of the
science fiction genre and symbols representing each element. Another
group is creating a narrative poem and accompanying music to reflect
the mood and tone of the written piece. - Sue Huettner
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Hampstead Academy Newsletter
RUN FOR THE KIDS
5K
PLAY 4 A CURE
STUDENT COUNCIL
President: Dhilan Soundar
Vice President: Rahul Rangarajan
Secretary: Anna Quinn
Treasurer: Michael Nogaj
SOUTHERN NH
FESTIVAL OF TREES
Hampstead Academy
is featured on the
Town of Hampstead
Outdoor Basketball
Court as an official
sponsor for the
school's donation of
$2,700 last year to the
Civic Club Outdoor
Court Committee
Fundraiser
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Hampstead Academy Newsletter
CELEBRATING
THE HOLIDAYS
HALLOWEEN
THANKSGIVING
FEAST
HOLIDAY
SHOWCASE
FOR MORE INFORMATION
ABOUT HAMPSTEAD ACADEMY,
PLEASE VISIT OUR WEBSITE AT
WWW.HAMPSTEADACADEMY.ORG
H.A. Tax ID# 020441924