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Superintendent’s CornerOn  HospitalityBy  Elizabeth  Schaper

Four  months  ago,  I  began  my  work  as  the  Superintendent  of  Schools  here  in  West  Boylston.  Having   worked   in   seven   schools   and   four   school   districts   in   my   twenty-­‐six   years   as   an  educator,   I  wondered  how  these  schools  would  compare.  How  would  it   feel   to  work  here?  What  could  I  discover  about  how  it  feels  to  be  a  student  here?  

Willard  Waller,   a   pioneer   of  sociology,   noticed   that   schools   sometimes   have   a   spirit   that  creates  social  unity,  marked  off,   in  a   certain  way,   from  the  world   that   surrounds   them.  He  says  that  this  feeling,  which  he  calls   the  “we”  feeling,  is  spontaneously  created  in  the  minds  and  hearts  of  those  who  identify  with  the  school,  and  it  is  also  part  of  what  the  school  seeks  to  carefully  nurture  and  sustain.   I’ve  been  quite  busy  over   the  past  four  months   getting  to  know  what  the  “we”  feelings  are  here  in  West  Boylston.  

In   these   Jirst   few  months,   I   have   taken  a   rather   deliberate  approach  to   getting   to   know  about   the   schools,   meeting   with   people   who   work   in   the   schools,   parents,   community  members  who  don’t  have  children  in  the  schools,   heads  of  town  departments,  local   clergy,  local  business   owners,   and  the   list  goes  on.   I’ve  asked  each  of  the   individuals  with  whom  I’ve  met  to   tell  me  about  what’s  working  in  our  schools  and  what  they  think  we  should  be  working  to   improve.    It’s   been  an  enlightening  experience.  My   exploration   isn’t   over  but   I  have   one   clear   Jinding.   Hospitality   is   warmly   extended   in   this   community.     Two   stories  illustrated  this  for  me  recently.  

Every   year,   West   Boylston  welcomes   students   from   other   communities   who   come   here  through  the  school  choice  program.    At  the  close  of  the  Jirst  week  of  school,  I  had  the  chance  to  talk  with  one  of  our  newest  students  who  wanted  me  to  know  that  the  best  thing  about  his  Jirst  week  here  was  how  nice  and  friendly  all  of  the  kids  are  to  each  other  and  how  much  they  made  him  feel  right  at  home.  Now,  we  all  know  that  this  is  not  the  stereotypical  story  of  “the  new  kid  in  school”.  We  should  celebrate  that  our  students  are  the  kind  of  people  who  enjoy   and  appreciate  newcomers   to   the  community   and  show   this   by  warmly  welcoming  them  into  their  classes.  

Hospitality   implies   an   openness   to   be   accepting   of   what   each   person,   student   or   staff  member,  brings  with  them  to   our  schools.     I  think  hospitality  also  implies  a  sense  that  we  will  be  with  you  as  you  become  who  are  meant  to  become.  Our  Jirst  recipient  of  the  Student  of   the   Month  Award   this   year  was   Jess  Morais,   a   senior.   In   her   comments   to   the  School  Committee,  Jess  noted  that  when  she  got  here  she  was  not  the  kind  of  student  she  wanted  to  be.  She  became  aware  that  some  of  her  decisions  about  how  to  engage  with  school  were  not  helping   her   to   work   toward   her   goals.     These   days,   Jess   is   a   model   student;   scholarly,  reliable,   and  conJident   in  her  direction.   She  plans  to  apply   to   several  competitive  colleges  with  an   eye   toward   becoming   a   special   education   teacher,   and   she   views   West   Boylston  Public   Schools   as   a   place   where   she   would   like   to   work   in   the   future.   She   credits   the  relationships  with   teachers   and   the  warmth  of   this   community   in   helping  her   to   attain   a  

WEST BOYLSTON PUBLIC SCHOOLS

COMMUNITY UPDATEFa

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new  way  of  looking  at  things  and  a  new  attitude  toward  her  own  potential.  What  a  gift  this  community  has  been  to  her  and  what  a  gift  she  is  to  all  of  us!  

When  you  know   of  a  place   or  an  organization  that   is   really  great   at   something,   there  is   a  tendency  to  want  to  shout  it  from  the  rooftops.  That’s  the  way  I  feel  about  the  warmth  and  caring  of  our  West  Boylston  school  community.  I  would  like  to  extend  a  sincere  invitation  to  the  citizens  of  the  town  of  West  Boylston  to  come  on  over  and  take  a  look  at  our  schools.  We  welcome  you  to   join  us  in  our  mission  to   educate  and  enrich  children’s   lives.  We  welcome  you  as  volunteers.  We  welcome  you  as   guests.    We  welcome  you  as  curious   citizens  who  would  like  to  know  how  we  do  business.  Please  come  and  see  us  here  so  we  can  lavish  you  with  some  Jine  West  Boylston  Public  Schools’  hospitality.  

A Letter From Major Edwards School’s New PrincipalMarjorie McCarthy

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As  the  new  Principal  of  Major  Edwards  Elementary  School,  I  would  like  to  express  how  honored  I  am  to   be  part   of  this   outstanding  community.    At  Major  Edwards   Elementary  School  we  recognize  that  partnerships   are   vitally   important   to   the   overall   success   of   our   school,   therefore   we   welcome  involvement   of   the   family,   school   professional   learning   community,   parents   and   the   community   at  large.   With   the   involvement   of   all   stakeholders   we   can   collectively  make   decisions   that   positively  affect  learning  outcomes  as  well  as  build  community  relations.    

Major   Edwards   has  begun   to   identify   and  implement   a  school   wide   improvement   growth  plan  that  focuses   on   “whole   school   improvement.”    With   the   creation   and   implementation   of   collaborative  committees,   we   strive   to   re-­‐align   curriculum   and   resources,   analyze   data,   and   create   an   internal  accountability   system   which  will   guide   teaching   best   practices,   while   helping   students  meet   their  optimum  personal  academic  and  social  goals.    

This  collaborative  professional  learning  community  will  help  our  students  gain  the  skills  necessary  to  be  strong,  productive  citizens  who  will  give  back  to  their  community  in  various  ways.    

Part   of  Major   Edward’s   story   relates   to   the   pride   we   take   in   the   communities’   perception   of   our  building  and  its  appearance.    We  have  recently  had  the  entrance  repaired  and  painted.    That  coupled  with  the  PTA’s   fall   planting/decorating,   our   school’s   presentation   is   warm  and  welcoming.    We   are  currently  working  in  conjunction  with  the  MS  Art  Club  to  scrape  and  repaint  our  sign  as  well.    We  are  also   anxiously   awaiting   the   new   replacement   windows   that   came   about   as   part   of   “Green   Repair  Project.”     Major   Edwards   welcomes   your   input   and   assistance  with  maintaining   and   updating  our  school.    

On  behalf  of  the  entire  Major  Edwards  professional  community,   I  look   forward  to  a  very  successful,  happy,  productive  school  year.

Sincerely,

Marjorie  McCarthy,  Principal

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For   a   few   years   now,   the   middle   school   has  embraced   a   program   called   Positive   Behavioral  Interventions   and   Support   (PBIS).   PBIS   is   about  having   clear   expectations,   teaching   and  acknowledging   appropriate  behaviors,   and  using  data   to   support   desirable   behaviors.   PBIS   does  not   change   our   system   of   consequences   for  negative   behaviors,   it   just   shifts   the   focus   by  insisting   that   we   also   explicitly   teach   positive  behaviors.   The   PBIS   team,   which   is  made   up   of  teachers,   an   administrator,   and   a   guidance  counselor,   identiJied   three   expectations   for   our  Middle  School:  

1.  Be  Respectful

2. Be  Responsible

3. Participate  

We  created  a  matrix  that   gives  clear  examples  of  what   being   respectful,   being   responsible,   and  participating  look   like  throughout  our  school  and  community.     The  matrix  was   created  with  input  from   students,   members   of   the   faculty,  community  members,  the  police,   the  library,   local  businesses,  and  the  parks  department.    

Over   the   past   two   years   the  PBIS   team   and   the  Middle  School   faculty  have  taken  the  school-­‐wide  matrix   and   demonstrated   the   expectations   in  most  areas  throughout  the  school.  Students  know  what  actions   demonstrate  respect,   responsibility  and  participation  in  the  hallways,  cafeteria,  on  the  bus,   and   in   the   community.   In   addition,   each  teacher   has   created  a  matrix   for  their  classroom  with   the   same   three   expectations.   This   is  reviewed  regularly  with  a  focus  on  increasing  the  consistency   of   positive   behaviors.     The   Middle  School   faculty   and   staff   acknowledge   individual  students   for   meeting   expectations   on   a   regular  basis.    

This   has   been   great   success.   We   reduced   the  number   of   students   being   sent   out   of   class   by    more  than  50%.    The  PBIS  Team  collects   data  to  tell   us  when  and  where  we  are   seeing   incidents.  We  use  this  data  to   plan  activities  and  lessons  to  teach  students  better  behavior  when  needed.  

Middle  level  educators  have  a  great  responsibility.  We   teach   our   curriculum   content,   but   we   also  shape   students   for   success   in   high   school   and  beyond.     During   adolescence   there   are   many  changes   that   occur   physically,   emotionally,   and  developmentally.     This   is   the   time   in   students’  educations  when  they  may  develop  responsibility  and  good  study  habits  that  can  help  them  as  they  progress   through   their   school   years.   By  implementing   the   PBIS   philosophy   within   the  Middle   School,   students   learn   appropriate  behaviors   in  a  positive  climate,   and  they  develop  into   young  adults  who   are  full   of  conJidence  and  the  ability   to  feel  empathy  for  others.   The  faculty  and  staff  at   the  Middle   School   take   pride   in   the  time   and   effort   they   have   given   to   make   this  happen,   and   they   will   continue   to   work   to  improve  our  school  and  our  students’  educational  experiences.

Middle School NewsPBIS Positive Behavioral Interventions and SupportBy Chris LaBreck, Associate Principal at West Boylston Middle/High School F

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Sheila  Tetler,  an  art  teacher  at  West  Boylston  Middle/High  School,  will  be  honored  this  year  as  the  Massachusetts  Art  Teacher  of  the  Year  by  the  Massachusetts  Art  Education  Association.  This  honor  is  given  yearly  to  an  educator  who  has  made  signiJicant  contributions  to  the  Jield  of  art  education  in  Massachusetts.  Those  who  have  had  the  pleasure  to  work  with  or  learn  from  Sheila  know  that  her  work  is  worth  celebrating.  

Sheila  holds  numerous  degrees  in  Education;  a  CAGS  in  Interdisciplinary  Studies  (Art  and  Science)  and  a  Master  of  Education  in  Arts  Education  from  Fitchburg  State,  and  a  BA  in  Fine  Arts  (Studio  Art)  from  Denison  University.  In  addition  to  her  exemplary  service  as  a  teacher  of  students  in  West  Boylston,  Sheila  has  been  involved  in  art  education  and  community  service  beyond  the  walls  of  her  classroom.  She  has  presented  at  regional  and  national  meetings  of  the  National  Art  Educators  Association  many  

times.  She  was  involved  in  developing  the  K-­‐12  art  curriculum  for  the  Massachusetts  Department  of  Education,  has  served  as  the  chair  of  the  Artist’s  Selection  Committee  of  the  Worcester  Women’s  History  Project.  In  addition,  she  sits  on  the  board  of  the  Worcester  Public  Library.  

Sheila  Tetler’s  work  shines  through  the  accomplishments  of  her  students.    In  the  classroom,  Sheila  takes  a  personal  interest  in  student  artists,  helping  each  to  Jind  his  or  her  own  artistic  posture.  Every  year,  Sheila  supports  students  whose  works  of  art  win  awards  in  local  and  statewide  competitions.  Our  West  Boylston  community  takes  pride  in  the  wonderful  contributions  that  Sheila  Tetler  has  made  to  our  students  here  in  West  Boylston  and  to  her  Jield.  We  join  her  family  and  friends  in  celebrating  this  dedicated  and  caring  teacher  and  wonderful  honor.  

Celebrating Excellence in Art Education

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Student Support ServicesThe Role of the School Psychologist

The teacher noticed that Carla, an able student, had stopped participating in class discussions and had difficulty paying attention. The school psychologist was asked to explore why Carla’s

behavior had changed so much. After discovering from her parents that they were divorcing, the school psychologist provided counseling for Carla and gave her parents suggestions for this

difficult time. Carla’s behavior and emotional wellbeing improved as she felt more secure about her relationship with her parents.

In all of our communities across the country, more students than ever come to school with emotional, medical, educational, cultural and socio-economic challenges that impact their learning. Finding ways to support all of our children is an important role of the school psychologist.

In West Boylston we are fortunate to have two highly qualified school psychologists, Mr. Matthew Carter who works at Edwards elementary school and Mrs. Holly Brockmire who covers the middle/high school. Both offer individual, group, and classroom services to their students.

What is a School Psychologist?

School psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with teachers, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the West Boylston community for all students. Our school psychologists are highly trained in both psychology and education completing a minimum of a specialist-level degree program of at least 60 graduate semester hours. Their training emphasizes preparation in mental health and educational interventions, child development, learning, motivation, curriculum and instruction, and assessment.

How do School Psychologists make a difference in our schools?

Our school psychologists see students daily or occassionally. Students may:

• Feel afraid to go to school• Have difficulty organizing their time efficiently or lack effective study skills• Fall behind in their school work• Lack self-discipline• Worry about family matters such as divorce, illness, and death• Feel depressed or anxious about difficult situations such as peer interactions • Experiment with drugs and alcohol• Think about suicide • Be bullied or use bullying behaviors

We encourage all parents to contact their school psychologist with any child-centered concern that they may have. The school psychologist will respond to your needs in a confidential and professional manner.

Source: http://www.readingrockets.org/article/28163/

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WELCOME to the inaugural edition of our

community newsletter. Through this publication we intend to keep all of the

citizens of West Boylston informed about the

good work that is happening in your local

public schools. The West Boylston Public

Schools are a treasure in today’s competitive educational marketplace. We promise

students who attend our schools an

academically enriching and nurturing

environment that will help them to thrive as

students and as individuals. We are delivering on this promise every day in West Boylston.

Come by for a visit!

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